Sheik Mohamed S.H, Sam Hermansyah

REIMAGINING CHARACTER EDUCATION: INTEGRATING DIGITAL VALUES LEARNING IN ELEMENTARY SCHOOLS

Introduction

Reimagining character education: integrating digital values learning in elementary schools. Explore integrating digital tools in elementary character education. This study reviews strategies, challenges, and a holistic framework for 21st-century moral competencies.

Abstract

This study aims to explore the integration of digital tools in values education to support character development among elementary school students. In response to the increasing demand for 21st-century moral competencies, this research conducts a systematic literature review focusing on strategies, challenges, and innovations in digital-based character education. Using qualitative content analysis of 22 peer-reviewed articles published between 2020 and 2025, the study identifies recurring patterns and contextual differences in the implementation of values learning across various countries. The findings highlight that approaches such as digital storytelling, gamified moral tasks, and project-based learning significantly foster student engagement, empathy, and ethical reasoning. However, key challenges remain, including inadequate teacher training, culturally irrelevant content, and limited infrastructure. The novelty of this research lies in its ecosystemic perspective, proposing a holistic framework that links pedagogy, technology, school culture, and local wisdom into one cohesive character education model. Unlike previous studies that isolate digital literacy from moral development, this research emphasizes participatory learning and student co-creation of values-based digital content. The study also introduces the concept of “contextual moral engagement,” where values are integrated into students’ daily lives through culturally grounded digital practices. In conclusion, digital integration in values education should move beyond tool-based interventions toward holistic, culture-sensitive, and participatory frameworks that empower students as moral agents in the digital age.

Review

This study presents a timely and pertinent exploration into the integration of digital tools within values education, aiming to foster character development in elementary school students. By conducting a systematic literature review of 22 peer-reviewed articles published between 2020 and 2025, the research adeptly maps strategies, challenges, and innovations in digital-based character education. The abstract effectively summarizes key findings, identifying successful approaches like digital storytelling and gamified moral tasks that enhance student engagement and ethical reasoning, while also acknowledging significant barriers such as inadequate teacher training and infrastructure. Overall, the research positions itself as a crucial contribution to the evolving discourse on 21st-century moral competencies. The primary strength of this work lies in its "ecosystemic perspective" and proposed holistic framework, which promises to move beyond isolated digital literacy interventions. By explicitly linking pedagogy, technology, school culture, and local wisdom, the study aims for a more cohesive and comprehensive character education model. The emphasis on participatory learning, student co-creation of values-based digital content, and the introduction of "contextual moral engagement" are particularly innovative, suggesting a deeper, more embedded approach to moral development within students' daily, culturally grounded digital lives. This departure from previous studies that often compartmentalize digital literacy and moral development is a significant theoretical and practical advancement. While the abstract outlines a compelling framework, a review of the full paper would benefit from a more detailed articulation of how the proposed "ecosystemic perspective" translates into actionable strategies for educators and policymakers. Specifically, the abstract could hint at the practical mechanisms through which local wisdom and school culture are integrated into digital content co-creation to ensure cultural relevance and overcome existing challenges. Additionally, the inclusion of articles up to 2025 in a systematic review published earlier raises questions about the scope and method of article selection that would warrant clarification in the full methodology section. Future empirical research will be vital to validate the efficacy of this holistic model in diverse real-world educational settings.

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