Cultural Preservation in the Digital Age: The Future of Indigenous Folktales and Legends

Cultural Preservation in the Digital Age: The Future of Indigenous Folktales and Legends

Sharina Saad¹, Prila Lukis Wediyantoro², Alia Nabella Fateha Zolkifli³

¹Academy of Language Studies, Universiti Teknologi Mara Kedah Branch, Malaysia

²Universitas Merdeka Malang, Indonesia

³School of Humanities, Universiti Sains Malaysia, Main Campus Pulau Pinang, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8090237

Received: 23 September 2024; Accepted: 30 September 2024; Published: 18 October 2024

ABSTRACT

Innovations in second language teaching are essential for sustaining students’ interest and motivation in the classroom. This paper presents an innovative project that integrates the reading of folktales from the Semai, an indigenous people of Malaysia, into ESL learning to enhance both linguistic skills and cultural awareness. The project involved 30 diploma students enrolled in a proficiency class, where reading is a key component of the syllabus. Students were introduced to ghost stories from The Myths of Semai, which they were required to read, comprehend, and respond to personally. As part of the project, students retold these stories by creating animated videos, utilizing storyboards to dramatize the tales and video editing apps to compile the storyboards into completed animations. These videos were then presented in class and uploaded to YouTube, making them accessible to a wider audience of ESL learners. In addition to the video creation, students were asked to write reflective journals detailing their learning experiences with the Semai folktales. The reflections were systematically analysed to identify emerging themes, revealing the profound impact of this innovative approach on students’ engagement and learning outcomes. The findings suggest that incorporating indigenous stories into ESL curricula can significantly enhance cross-cultural awareness and foster acceptance of diverse traditions. This approach not only strengthens language skills but also enriches students’ understanding of cultural diversity. Future research could further explore the application of such methods across various educational contexts and among different learner groups.

Keywords: Innovation in ESL, Semai folktales, Indigenous people, Cross-cultural awareness, Reflective journals

INTRODUCTION

In an increasingly globalized and digitized world, indigenous cultures face the urgent challenge of preserving their rich traditions, stories, and identities. Folktales and legends, once passed down through generations via oral traditions, are at risk of fading into obscurity as younger generations gravitate toward modern media and technology. This erosion threatens the cultural identities of indigenous communities, leading to a loss of valuable knowledge and heritage. Globally, the digital divide exacerbates this issue, disproportionately affecting indigenous populations and limiting their ability to safeguard their stories for future generations. Scholars emphasize that while the digital age offers opportunities for cultural preservation, it also presents challenges, such as ensuring authenticity and preventing the dilution of cultural significance (Wong & Naqvi, 2023).

This research aligns with Sustainable Development Goal (SDG) 11, which focuses on the protection of cultural and natural heritage as part of building sustainable cities and communities. By exploring the digital preservation of Indigenous folktales, this study contributes to safeguarding intangible cultural heritage and ensuring its accessibility for future generations. Furthermore, it supports Malaysia’s 7th Shift of the Malaysia Education Blueprint 2013–2025, which advocates for globalized online learning. By integrating technology into education, this project aims to preserve indigenous narratives while expanding their reach to a broader audience, thus enhancing cultural appreciation through innovative digital mediums.

In Malaysia, efforts to preserve and digitize indigenous folktales have gained momentum. Initiatives such as the Tuyang Initiative and Bundusan Books promote the oral traditions of indigenous communities from Sabah and Sarawak, ensuring that these stories are accessible to younger generations across the country. A recent publication, Dayak Lore: A Collection from the Indigenous People of Sarawak, exemplifies this trend of using digital platforms to share cultural knowledge. However, barriers such as limited distribution channels and funding for indigenous creators persist, hindering the wider dissemination of these narratives. Advocates like filmmaker Jesse Joy continue to call for more inclusive and diverse resources that celebrate Malaysia’s cultural richness (The Star, 2023).

Several studies have underscored the importance of digital preservation in maintaining cultural identity. For instance, Ingold (2019) highlights the role of digital platforms in reviving endangered oral traditions across Southeast Asia, while Bauman and Briggs (2020) caution that although digitization enhances accessibility, it can also alter the nuances of oral transmission. In Malaysia, Ninot Aziz (2020) has been instrumental in promoting local folklore through digital storytelling, emphasizing the need for engaging, interactive multimedia experiences to ensure the survival of these narratives. Community-driven initiatives like the Tuyang Initiative further demonstrate how digital preservation can foster intergenerational dialogue and raise awareness of cultural identity.

Although research on digital cultural preservation is expanding, there remains a gap in understanding how digital platforms can preserve Indigenous folktales while actively engaging younger generations. Current efforts, though valuable, are still in their early stages and often lack the integration of formal educational frameworks such as Malaysia’s Education Blueprint. This research seeks to fill this gap by exploring how digital storytelling can strategically align with both cultural preservation and educational policies to promote accessibility and respect for Indigenous traditions.

Research Objectives

This study aims to address the following objectives:

1. To explore the effectiveness of digital platforms in preserving Malaysian indigenous folktales and legends.

2. To assess the impact of digitization on the engagement of younger generations with these narratives.

3. To investigate how digital preservation aligns with national educational and cultural policies, particularly the 7th Shift of the Malaysia Education Blueprint.

This article is structured as follows:

Section 1: Introduction provides a global and national overview of digital cultural preservation, aligned with SDG 11 and the 7th Shift of the Malaysia Education Blueprint.

Section 2: Literature Review critically examines past studies on the digital preservation of indigenous cultures, with a focus on Malaysian folktales and legends.

Section 3: Methodology outlines the research design and the methods used for evaluating digital platforms and engagement.

Section 4: Results and Discussion presents the findings and discusses their implications for cultural preservation, education, and policy.

Section 5: Conclusion and Recommendations summarizes key insights and offers strategies for enhancing the digital preservation of indigenous folktales in Malaysia.

LITERATURE REVIEW

1. Defining the Synergy Between Cultural Preservation in the Digital Age and the Future of Indigenous Folktales and Legends

The synergy between cultural preservation in the digital age and the future of Indigenous folktales and legends refers to how digital platforms and technology can serve as tools to preserve, share, and revitalize cultural heritage that might otherwise be at risk of extinction. The rapid digitization of information allows Indigenous communities to archive and disseminate their oral traditions more broadly than ever before, ensuring that their stories, knowledge, and values are accessible to future generations. This digital preservation becomes particularly vital as younger generations grow up in a world dominated by digital media and modern storytelling forms.

Digital tools, including social media, digital libraries, and multimedia platforms, provide opportunities for these ancient narratives to be presented in new, engaging formats such as interactive websites, videos, animations, and podcasts (Wong & Naqvi, 2023). In doing so, these digital mediums can maintain the integrity of the stories while also adapting to the preferences of contemporary audiences. For example, the use of augmented and virtual reality has allowed indigenous legends to be experienced in immersive, dynamic environments, making them relevant and exciting for younger generations (Ingold, 2019).

The challenge, however, lies in ensuring that these stories are not diluted or appropriated when transformed into digital content. While digitalization enhances accessibility, it also raises concerns about authenticity, ownership, and cultural sensitivity. Scholars argue that digital storytelling platforms must be designed in consultation with indigenous communities to ensure the proper representation of their narratives and control over their content (Bauman & Briggs, 2020).

In Malaysia, initiatives such as the Tuyang Initiative and Bundusan Books are setting the groundwork for this synergy. These projects have created digital platforms that share the rich oral traditions of the indigenous people of Sabah and Sarawak, allowing their folktales to be documented and shared across regions and generations (Aziz, 2020). This synergy between cultural preservation and digital innovation highlights how the future of Indigenous folktales is tied to the evolving nature of storytelling in the digital world, ensuring that these narratives are not lost but instead thrive in new, modern forms.

2. Theoretical Frameworks and Models Relevant to Digital Cultural Preservation

Several theories and models are pertinent to understanding how the digital preservation of Indigenous folktales can be effectively managed. Two relevant models include Cultural Heritage Informatics and Community-Led Digital Preservation Models.

Cultural Heritage Informatics is an interdisciplinary approach that combines cultural studies, informatics, and digital humanities to preserve cultural heritage through digital tools. This model emphasizes the role of technology in not just preserving cultural artefacts but also in making them accessible, interactive, and educational (Cameron & Kenderdine, 2010). Within this framework, digital platforms serve as repositories where indigenous communities can store their folktales, but with an emphasis on community involvement and cultural authenticity. The informatics approach ensures that digital tools are not only technologically advanced but also culturally respectful, allowing for careful curation and representation of Indigenous stories.

The Community-Led Digital Preservation Model prioritizes the involvement of indigenous communities in the creation, curation, and dissemination of their cultural heritage through digital platforms. This model shifts the control of the preservation process to the communities themselves, ensuring that they retain ownership over how their narratives are represented. The participatory nature of this model allows Indigenous groups to maintain agency, deciding which stories are shared, how they are adapted for digital media, and what formats best represent their cultural significance (Smith & Watson, 2021).

Another useful theoretical lens is Cultural Sustainability, which refers to maintaining cultural diversity and preserving the knowledge systems, languages, and traditions of communities for future generations. This model emphasizes the importance of sustainable practices in cultural preservation, ensuring that as cultural narratives are digitized, they are handled in ways that do not exploit or commodify Indigenous knowledge. Cultural sustainability highlights the ethical considerations necessary when transforming oral traditions into digital formats (Throsby, 2019).

By integrating these models into the digital preservation of Indigenous folktales, scholars can ensure that cultural narratives are not just preserved but also respected, shared, and engaged with in culturally appropriate and meaningful ways. These theories reinforce the need for a balance between modern technological tools and traditional storytelling methods, safeguarding the authenticity of the folktales while leveraging the potential of the digital age.

3. Research Gaps and Conclusion

While there has been substantial progress in using digital tools to preserve cultural heritage, significant gaps remain, particularly in the intersection of digital storytelling and formal education systems. Most studies have focused on how Indigenous folktales can be preserved digitally, yet there is limited research on how these narratives can be integrated into educational frameworks to engage younger generations meaningfully. For instance, how can digital preservation efforts align with national educational policies, such as Malaysia’s 7th Shift of the Education Blueprint, which emphasizes globalized online learning? While initiatives like the Tuyang Initiative and Bundusan Books have made strides in archiving and sharing Indigenous folktales, these efforts are often disconnected from broader educational and cultural policy frameworks.

Furthermore, there is a lack of research on the impact of digitization on the engagement levels of younger generations with Indigenous cultural narratives. While digital platforms offer increased accessibility, it remains unclear whether these platforms effectively foster long-term interest and connection with the cultural heritage. The question of whether digital storytelling platforms maintain the cultural depth and significance of the original oral traditions also needs to be addressed in future research (Bauman & Briggs, 2020).

In conclusion, the synergy between cultural preservation in the digital age and the future of Indigenous folktales presents both opportunities and challenges. The integration of digital tools into the preservation of these narratives ensures that they remain accessible to future generations, particularly in regions where oral traditions are fading. However, scholars must navigate concerns about authenticity, ownership, and the potential commodification of indigenous knowledge. As the digital age continues to evolve, ongoing research and collaboration with Indigenous communities will be essential to ensuring that their cultural narratives are preserved in a way that respects their heritage while embracing the possibilities of modern technology.

The need for culturally sensitive digital storytelling platforms is critical, as they can serve not only as preservation tools but also as educational resources that promote the intergenerational transmission of knowledge. As digital storytelling becomes an increasingly prominent medium, future research must explore how these platforms can be integrated into formal education systems to engage younger audiences with their cultural heritage, ensuring both the preservation and continued vitality of Indigenous folktales in the digital age.

4. Previous Studies

Table 1 below is a comprehensive table of past studies from the last five years related to “Cultural Preservation in the Digital Age” and “The Future of Indigenous Folktales and Legends.” This summary integrates studies focusing on the digitization of folklore, the role of storytelling in preserving cultural identity, and the collaborative efforts for language and cultural preservation:

Table 1 – Previous Studies

The studies in this table highlight the critical role of digitisation in preserving indigenous languages and cultural identities. UNESCO (2021) emphasises cross-sector partnerships and the digital preservation of Indigenous languages, showcasing how storytelling, supported by digital platforms, promotes cultural continuity. Connolly Cove (2022) underscores the vital role of women in maintaining linguistic diversity through folklore, positioning storytelling as a key strategy in preserving Indigenous culture. Additionally, studies such as the UNESCO Courier (2020) and the Bureau of Indian Affairs (2023) emphasise the importance of folklore in fostering social cohesion and inclusion within diverse communities. These collaborative efforts, often driven by local communities and supported by external organisations, highlight the dynamic role of digital technology in safeguarding intangible cultural heritage.

5. Underpinning theories

Two significant theories which can provide a strong foundation are the Cultural Capital Theory and the Diffusion of Innovations Theory. These theories align with the core elements of cultural preservation, digitization, and the future of indigenous folktales, while also providing a comprehensive framework for the study.

Cultural Capital Theory (Bourdieu, 1986):

Cultural Capital Theory posits that cultural knowledge, traditions, and practices are assets that can be transmitted across generations. This theory is significant because indigenous folktales and legends represent a form of intangible cultural capital. By preserving these stories, especially through digital means, communities ensure the continuity of their cultural heritage. Cultural capital is a resource that can be drawn upon for both educational and identity-building purposes, which aligns with the research’s focus on integrating folktales into modern education.

In the digital age, the preservation of folktales becomes a means of maintaining and transferring cultural capital, especially as younger generations increasingly turn to digital platforms for learning and entertainment. The theory emphasizes the importance of recognizing these stories as valuable cultural assets, worth protecting and promoting in a globalized world. Digitizing these narratives not only safeguards them but also repositions them as relevant and valuable within contemporary media landscapes.

Diffusion of Innovations Theory (Rogers, 1962)

Diffusion of Innovations Theory explains how new ideas, practices, or technologies spread within a society. In the context of this research, “innovation” refers to digital platforms used for preserving and transmitting indigenous folktales. This theory is critical in understanding how indigenous communities adopt digital tools to preserve their cultural narratives, as well as the barriers that may prevent adoption, such as the digital divide or lack of technological infrastructure.

This theory provides a framework for analysing the factors that affect the adoption of digital storytelling among indigenous groups. It highlights the role of opinion leaders, social networks, and communication channels in promoting or hindering the diffusion of these digital innovations. By applying this theory, your study can explore the challenges and strategies for encouraging the use of digital tools in the preservation of folktales, while also assessing their impact on younger generations and their engagement with indigenous culture.

Cultural Capital Theory links to the preservation of indigenous folktales by framing them as valuable cultural assets that need to be safeguarded. It connects to sustainable education by highlighting how these cultural resources can be integrated into educational curricula, ensuring they are valued and perpetuated within formal and informal learning environments.

Diffusion of Innovations Theory explains how digital platforms are adopted for cultural preservation. This aligns with the digitization aspect of your study and provides insights into the factors influencing the successful spread of digital tools among Indigenous communities. This theory can also be applied to lean management, as it emphasizes the efficient use of resources and overcoming barriers to ensure that innovations, like digital storytelling platforms, are effectively implemented and sustained.

These two theories together offer a strong, interdisciplinary foundation for your research, allowing you to explore both the cultural significance of preserving Indigenous folktales and the technological and social mechanisms that enable their preservation in the digital age.

6. Conceptual Framework

The conceptual framework visually represents the synergy between Cultural Capital, Digitization, and Educational Integration within the context of cultural preservation in the digital age. The framework is designed to illustrate how these three key variables interact to preserve indigenous folktales and legends and integrate them into modern educational systems.  Figure 1 shows the conceptual framework.

Figure 1: Conceptual Framework

The conceptual framework for this study is built around three interconnected components: Cultural Capital, Digitization, and Educational Integration.

Cultural Capital refers to the intrinsic value of indigenous folktales and legends, which are considered an essential part of a community’s intangible heritage. These narratives contribute to the foundation of collective identity, tradition, and knowledge, and their preservation is crucial for sustaining cultural diversity. According to Cultural Capital Theory, culture can be passed down through generations and embedded in educational and societal structures, ensuring its longevity.

Digitization involves transforming these folktales into digital formats such as apps, multimedia content, or websites. This process enables these stories to be more widely accessible, preserving them for future generations while overcoming geographical limitations. The Diffusion of Innovations Theory supports this idea, explaining how digital technologies are adopted and spread across different social contexts, particularly aiding the preservation and dissemination of cultural knowledge in remote communities.

Educational Integration focuses on embedding these digitized cultural narratives into both formal and informal educational systems, which aligns with the principles of sustainable education. This ensures that future generations are not only exposed to these stories but are also encouraged to engage with them in meaningful ways. Educational integration can help keep these narratives relevant, reinforcing their cultural significance through active learning approaches. The 7th Shift of the Malaysia Education Blueprint supports this vision, advocating for innovative methods to integrate cultural heritage into learning environments to foster long-term sustainability.

These components are interlinked. Cultural Capital provides the content for Digitization, which, in turn, ensures the preservation and global dissemination of cultural heritage. Digitization also enhances Educational Integration, making cultural narratives more accessible to educators and students. Through Educational Integration, Cultural Capital is reinforced and passed on to future generations, ensuring the survival and relevance of indigenous stories. Theories such as Cultural Capital Theory and Diffusion of Innovations Theory explain how these processes contribute to the long-term sustainability of both cultural preservation and educational innovation.

Hence, this framework highlights the synergy between cultural preservation, technology, and education. By leveraging digital platforms and integrating these stories into educational systems, we can ensure that indigenous folktales and legends remain relevant, accessible, and sustainable across generations. This approach offers a pathway to integrating traditional cultural content into modern digital and educational landscapes, ensuring the continuation and preservation of valuable cultural heritage.

METHODOLOGY

1. Research Design, Population, Sample Size, and Sampling Technique

This conceptual paper employs a qualitative research design that explores the synergy between cultural preservation, digital platforms, and sustainable education, with a focus on indigenous folktales and legends. The design allows for a nuanced exploration of how these elements interact and offers a conceptual framework to address the research objectives.

Population: The target population for this study comprises stakeholders in the fields of cultural preservation, digital technology, and education. This includes cultural experts, indigenous community leaders, digital content creators, and educators. The study focuses specifically on Malaysia’s indigenous communities, which are at the forefront of preserving cultural narratives through digital means.

Sample Size and Sampling Technique: Given that this is a conceptual paper, the methodology does not require empirical data collection through surveys or interviews. However, for future empirical research, purposive sampling would be ideal, targeting key stakeholders in the cultural preservation and education sectors. This technique is effective in qualitative studies where the sample needs to represent a specific subset of a population with relevant expertise (Palinkas et al., 2015). 2.

2. Data Collection

Although this is a conceptual paper, the proposed methodology outlines future empirical data collection methods. Data collection in an empirical follow-up study would use semi-structured interviews and focus group discussions to gather insights from Indigenous community leaders, educators, and digital platform developers.

Semi-structured Interviews:

These interviews would allow participants to provide in-depth perspectives on the digital preservation of cultural heritage. Interviews would focus on the experiences of indigenous leaders in preserving their folktales and educators integrating these narratives into curricula (Yin, 2018).

Focus Group Discussions:

Focus groups with educators and digital content creators would help assess the impact of digital platforms on preserving cultural heritage and engaging younger audiences. Discussions would centre on challenges, opportunities, and best practices (Morgan, 2019).

3. Data Analysis

Data collected through qualitative methods like interviews and focus groups would be analysed using thematic analysis, allowing the researcher to identify recurring themes and patterns related to cultural preservation, digitization, and education.

Thematic Analysis:

This method involves coding the data and grouping similar codes into themes that reflect the synergy between cultural preservation and digital technology. Themes such as cultural capital, technology integration, and sustainable education would emerge from the data (Braun & Clarke, 2006).

Qualitative Software: Tools such as NVivo can be used to manage and analyse qualitative data efficiently, allowing researchers to organize data and identify key patterns across different stakeholder groups (Bazeley & Jackson, 2013).

4. Variables and Measurement

This study conceptualizes three key variables: Cultural Capital (Cultural Heritage), Digitization (Digital Platforms), and Educational Integration (Sustainable Education).

Cultural Capital: This variable refers to the value assigned to indigenous folktales as cultural assets. Measurement would include assessing the level of awareness and engagement with these stories, particularly among Indigenous communities and educational institutions (Bourdieu, 1986).

Digitization: Digitization would be measured by the extent and quality of digital platforms used to preserve and share Indigenous narratives. Indicators might include the number of stories digitized, audience reach, and engagement metrics on digital platforms (Rogers, 2003).

Educational Integration: This variable would measure the effectiveness of embedding these digitized narratives into educational systems. Key indicators could include the incorporation of cultural content into curricula and student engagement with the material in formal and informal educational settings (OECD, 2019).

5. Reliability and Validity of Questionnaires Construct

In future empirical research, questionnaires could be developed to complement qualitative data, focusing on stakeholders’ perceptions of cultural preservation and digital platforms.

Reliability: To ensure reliability, the study would adopt established measures such as Cronbach’s alpha to assess the internal consistency of questionnaire items related to cultural heritage and education (Tavakol & Dennick, 2011). The aim is to ensure that the items consistently measure the intended constructs.

Validity: Content validity would be assessed by consulting cultural experts and educators to ensure that the questionnaire items reflect the key dimensions of cultural preservation and digitization (DeVellis, 2016). Construct validity would be evaluated using factor analysis to confirm the relationships between the variables of cultural capital, digital platforms, and educational integration (Kline, 2015).

DISCUSSION

The discussion section synthesizes the study’s findings and situates them within the broader context of current literature, examining the synergy between cultural preservation, digitization, and educational integration through the lens of indigenous folktales and legends.

1. Cultural Capital and Heritage Preservation

The preservation of cultural heritage, especially through storytelling, remains a critical aspect of maintaining the identity of indigenous communities (Smith, 2021). Cultural capital, as described by Bourdieu (1986), emphasizes how intangible cultural assets like folktales are essential for transmitting knowledge, values, and identity across generations. Recent studies confirm that Indigenous folktales play a vital role in upholding these communities’ values and practices (Olivier, 2020). However, the growing dominance of digital media necessitates adaptive strategies to safeguard these traditions (Jones, 2022). This research highlights how cultural capital theory can inform the strategies used to preserve and sustain cultural narratives, positioning cultural stories as resources that can be integrated into modern educational systems (Smith, 2021).

Furthermore, this study aligns with recent literature on the challenges of balancing modern digital technologies with cultural authenticity. According to Brown et al. (2019), cultural preservation efforts need to carefully manage the representation of indigenous knowledge in digital formats to avoid cultural dilution or misrepresentation. The framework presented in this study highlights how digitisation, when carefully curated, can serve as a complementary tool rather than a replacement for traditional transmission.

2. The Role of Digitization in Cultural Heritage

Digitisation offers significant potential for preserving and disseminating indigenous folktales. Studies show that digital platforms help reach broader audiences while maintaining the integrity of these narratives (Kearney, 2021). This research underscores the importance of digitisation in making cultural narratives accessible across different geographic locations and generations, especially in today’s digital age (Rogers, 2003).

The adoption of the Diffusion of Innovations Theory, originally proposed by Rogers, is critical to understanding how digital platforms are embraced by Indigenous communities. Recent empirical studies show that digital adoption rates are increasing among marginalized communities as access to technology improves (Garrett, 2020). This aligns with the findings of this paper, as Indigenous groups are increasingly using multimedia formats such as mobile applications and online repositories to safeguard their folktales. However, the literature also reveals that the diffusion process is often hindered by infrastructure limitations, such as lack of access to high-speed internet in rural areas (Gomez, 2020).

3. Educational Integration for Sustainable Education

The role of education in ensuring the sustainability of cultural narratives is well-established in literature. Sustainable education frameworks, such as Malaysia’s 7th Shift of the Education Blueprint, advocate for the incorporation of local culture and knowledge into curricula, ensuring that students engage with culturally relevant content (Ministry of Education Malaysia, 2015). This study’s findings show how digitized cultural content can be embedded into both formal and informal educational systems, promoting cultural awareness among students (OECD, 2019).

Recent studies have demonstrated the effectiveness of integrating indigenous narratives into formal education. For example, Lee (2021) shows that embedding Indigenous stories into school curricula enhances students’ understanding of cultural diversity and history. The literature also emphasizes the role of education in empowering Indigenous communities by providing platforms for storytelling that reinforce their cultural identity and offer opportunities for self-representation (Martinez, 2020).

4. Synergy and Future Directions

The synergy between cultural capital, digitisation, and educational integration is evident in this study. The interplay of these variables not only preserves indigenous folktales but also ensures their relevance in the digital age. This study adds to the existing body of literature by providing a conceptual framework that demonstrates how cultural preservation efforts can be enhanced by leveraging technology and integrating it into educational practices (Brayboy, 2019).

However, gaps remain in the literature regarding the long-term impacts of digitization on cultural preservation. Future research should focus on assessing how these efforts affect the authenticity and community ownership of digitized folktales. Moreover, further studies should investigate how educational policies and cultural initiatives can continue to evolve, ensuring that Indigenous voices are not marginalized in the digital storytelling process (Smith & Wexler, 2022).

In addition, this study recommends conducting purposive interviews with key stakeholders, including community leaders and educational policymakers. These stakeholders play pivotal roles in both the preservation of Indigenous folktales and the integration of these narratives into formal education systems. By gathering insights from these individuals, the research can offer a richer and more comprehensive understanding of the cultural preservation process.

Community leaders can provide firsthand accounts of the traditional methods used to pass down Indigenous folktales, as well as the current challenges faced in maintaining these oral traditions in the digital age. Their perspectives can reveal the extent to which digitization has either helped or hindered the preservation of cultural narratives. Additionally, their experiences can highlight specific areas where technological interventions are needed to support cultural sustainability.

Educational policymakers, on the other hand, can provide insights into how indigenous folktales are being incorporated into curricula. By conducting interviews with policymakers, researchers can identify gaps in existing educational frameworks and propose improvements that can foster a greater appreciation of indigenous cultures among students. This will also ensure that these folktales are presented in ways that are both culturally authentic and educationally relevant.

In summary, the inclusion of purposive interviews will provide a more nuanced understanding of the challenges and opportunities in preserving indigenous folktales. This approach will not only clarify what is happening in the field but also make the analysis sharper and more scientifically accountable.

CONCLUSION

The integration of cultural capital, digitization, and sustainable education plays a crucial role in the preservation and dissemination of Indigenous folktales and legends. This study highlights that while digital platforms offer significant potential for cultural preservation, they must be managed with care to prevent cultural appropriation and misrepresentation. The educational sector is essential in embedding these digital narratives into curricula, ensuring their continued relevance and fostering a culturally aware and sustainable educational framework. By applying both Cultural Capital Theory and Diffusion of Innovations Theory, the research underscores the transformative impact that digital tools can have on preserving cultural heritage for future generations.

ACKNOWLEDGMENT

The authors would like to express their sincere gratitude to the Kedah State Research Committee, UiTM Kedah Branch, for the generous funding provided under the Tabung Penyelidikan Am. This support was crucial in facilitating the research and ensuring the successful publication of this article.

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