Improving Character Education through the Integration of Traditional Games in Primary Education: A Case Study Approach

Abstract

Objective: This study aims to examine in depth the effectiveness of integrating traditional games in enhancing character education in primary school learning activities. The focus of this study is to identify emerging character values, the mechanisms of value internalisation ​​through game activities, and how this approach strengthens pedagogical processes aimed at developing students' holistic character. Method: This study used a qualitative case study design in a primary school that implements traditional games as part of its learning strategy. Data were collected through participant observation, in-depth interviews with teachers, and document analysis related to the implementation of learning. The analysis applied data reduction, categorisation, and verification techniques to produce comprehensive, academically valid interpretations. Results: The research findings indicate that traditional games significantly increase student engagement and facilitate the internalisation of character values ​​such as cooperation, discipline, honesty, sportsmanship, and responsibility. The social interactions created during the games allow students to experience the fundamental dynamics of character formation, such as decision-making, conflict resolution, and emotional control. Teachers reported that this learning model creates a more inclusive classroom atmosphere and encourages greater motivation for learning. Novelty: The novelty of this study lies in its conceptual contribution to character education by demonstrating how traditional games function as experiential and culturally situated learning spaces where character values are enacted and negotiated through social interaction. Rather than positioning traditional games as supplementary cultural activities, this study analytically explains the mechanisms through which culturally grounded play supports value internalisation, thereby offering a process-oriented perspective that extends conventional normative approaches to character education in primary education contexts.