DEVELOPING STUDENTS’ CREATIVE THINKING THROUGH FOLK TALES: A METHODOLOGICAL FRAMEWORK

This article proposes a methodological framework for developing students’ creative thinking through folk tales. It examines how narrative interpretation, alternative endings, character perspective shifts, and the transformation of story settings can be organized as creative learning activities. The framework connects text comprehension with idea generation, comparison of alternatives, and reflective revision. Particular attention is paid to open-ended questioning, collaborative storytelling, and assessment criteria addressing originality, flexibility, elaboration, and narrative coherence. The article adopts a theoretical and methodological approach; the proposed framework is intended for subsequent classroom evaluation. Its contribution lies in translating the educational potential of folk tales into structured activities that combine cultural learning with opportunities for independent creative expression.