Manuscript received September 29, 2026; accepted October 30, 2026; November 12, 2026.

Abstract—This study examines the generation gap and educational marginalization of traditional folk beliefs in Taiwan’s secondary schools under the 2019 Curriculum Guidelines. We analyzed high school social studies textbooks and conducted interviews with young people, temple managers, and high school teachers. The results show that the current curriculum presents folk beliefs in a dry, intellectualized way, largely detached from real life. Furthermore, multicultural education mainly focuses on specific ethnic groups, leaving folk beliefs marginalized in schools. At the same time, declining birthrates and intense exam pressure have weakened how families pass down these traditions. To support cultural sustainability, this paper suggests practical solutions across family education, classroom teaching, and digital media.