The article explores the integration of fairy tales and Drama in Education (DiE) through the 'Teacher-in-Role' (TiR) strategy, allowing participants to engage deeply with the narrative and experiential learning. By embodying characters within fairy tales, participants address virtual problems as real-world scenarios, expanding their learning spaces. The concept, developed by Dorothy Heathcote and Gavin Bolton, leverages TiR to enhance student engagement, problem-solving, and cognitive development, aligning with Vygotsky's theory of the zone of proximal development. The article highlights the educational potential of fairy tales, emphasizing their power to stimulate imagination, reflect human experiences, and convey moral lessons. It argues for fairy tales' superiority over fables and myths due to their rich narrative structure and detailed character development, providing a robust framework for TiR activities. This pedagogical approach offers a safe, imaginative space for participants to explore and understand complex social issues, bridging the gap between fantasy and reality in educational contexts.

Xiaobo Zhong, Shanshan Xiong. Strategies for 'Teacher-in-Role' through fairy tales to enable participants 'living through' drama. Academic Journal of Humanities & Social Sciences (2024) Vol. 7, Issue 7: 217-223. https://doi.org/10.25236/AJHSS.2024.070733.

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