Objective: Despite the substantial empirical evidence supporting the benefits of classroom storytelling, this method has not received sufficient attention in schools. Accordingly, the present study aimed to identify the barriers and strategies for fostering storytelling in Iranian primary schools.
Method: Philosophically grounded in the interpretivist paradigm, this research employed a qualitative approach with conventional content analysis as its strategy. The study was conducted in primary schools in Sanandaj City in the academic year 2024-25, with 11 primary school teachers selected as participants through purposive and snowball sampling methods. Data were collected via semi-structured interviews, each lasting approximately 45 minutes. The textual data were analyzed through coding and categorization, and the credibility of the analyses was ensured using analyst triangulation.
Results: Findings revealed 52 barriers to the development of storytelling, categorized into 12 components across 4 dimensions: individual, cultural, organizational, and educational. Additionally, 34 strategies for promoting storytelling in schools were identified and classified into 9 categories: storytelling schools, narrative pedagogy, storytelling education systems, storytelling students, festivals and events, storytelling-friendly communities, storytelling and technology integration, storytelling workshops, and therapeutic storytelling.
Conclusions: According to research findings, implementing strategies such as teacher professional development, re-designing education policy, creating supportive structural and cultural settings, institutionalizing narrative approach in curricula, and developing the culture of storytelling can guide the education system towards reaping benefits from the cognitive, affective, linguistic, and social advantages of storytelling.