Folklore in learning and its implications for cultural literacy: A bibliometric study and systematic literature review

Abstract

The forces of globalization and digital transformation have intensified attention toward the need to strengthen cultural identity through education, including the use of folklore as a meaningful learning resource. However, existing studies on folklore in learning remain fragmented. While much of the literature focuses on either cultural preservation or specific educational applications, the gap lies in a systematic exploration of folklore's pedagogical role across different contexts and educational levels. This study addresses this gap by examining the development of research on folklore in learning and its implications for cultural literacy through a bibliometric approach combined with a systematic literature review. For the bibliometric analysis, metadata records of articles published between 2015 and 2025 were processed from the Google Scholar database. Data for the systematic literature review were collected from Scopus, Web of Science, and Google Scholar, and the article selection process followed PRISMA procedures. A total of 41 articles met the inclusion criteria and were included in the final review. Bibliometric mapping was conducted using VOSviewer, while article identification and screening were supported by Publish or Perish. The bibliometric findings indicate a significant increase in publications over the past decade, accompanied by a thematic shift from cultural heritage preservation toward the integration of cultural values within educational contexts. The SLR findings show that the research is predominantly qualitative in nature, with folktales and legends as the most frequently used forms of folklore, and books and e-modules as the main learning media employed to strengthen cultural literacy. The findings suggest that folklore-based learning fosters students’ cultural awareness, internalizes values, strengthens identity formation, and deepens the understanding of local culture. This study contributes by providing a more integrated understanding of folklore as a pedagogical tool for cultural literacy, emphasizing its role in curriculum design. Future research should focus on expanding methodological diversity and exploring broader applications of folklore-based learning across various educational contexts.