INDIAN KNOWLEDGE SYSTEMS IN EDUTAINMENT: A CASE STUDY ON FOLKLORE FOR SOCIAL-EMOTIONAL LEARNING

Abstract
This study explores the efficacy of edutainment derived from Indian Knowledge Systems
(IKS), specifically folklore, as a pedagogical tool for fostering Social-Emotional Learning
(SEL) in children. Drawing on a qualitative case study of a program that used traditional
storytelling, puppetry, and theatre in a primary classroom, this research investigates how
these indigenous methods can cultivate key SEL competencies like empathy, resilience, and
cooperation. The findings indicate that the interactive, communal, and multi-sensory nature
of
folklore-based edutainment promotes a high level of engagement and deeper
internalization of moral and social lessons compared to passive, screen-based media. The
study concludes that the integration of traditional Indian folklore is a highly relevant and
effective approach for holistic child development, advocating for its broader inclusion in
contemporary educational frameworks.
Keywords: Indian Knowledge Systems, Folklore, Edutainment, Social-Emotional Learning
(SEL), Storytelling