Analysis of Igbo Folktales as Tools for Moral Education Among Children in Nsukka Local Government Area

This study analyses the utility of Igbo folktales as instruments of moral education among children aged five to fourteen in Nsukka Local Government Area, Enugu State, South East Nigeria. Folktales have historically functioned as a primary vehicle for transmitting communal moral codes, behavioural norms, and ethical reasoning within Igbo society. However, the decline of moonlight storytelling traditions due to urbanisation and digital media consumption raises questions about the continued relevance of folktale-based moral instruction. The study adopts a descriptive research design combining thematic content analysis of thirty recorded folktales and focus group discussions with eighteen primary school teachers and forty-five parents in Nsukka. Analysis identifies five recurring moral themes: communal reciprocity, consequences of greed, respect for elders, the value of patience, and the importance of honesty. Teachers report that folktale-based discussion activities generate higher classroom moral reasoning engagement than conventional didactic instruction. However, only thirty percent of participating families reported regular folktale sessions at home, indicating a meaningful decline from previous generations. The study recommends integrating folktales as structured components of primary school moral education curricula and developing illustrated folktale anthologies in Igbo and English. Keywords: Igbo folktales, moral education, children, Nsukka, oral literature.