Pancasila Education for Social Sustainability: A Narrative Review of Character Formation and Radicalisation Prevention Among Children

Abstract

Preventing intolerant and radicalising influences among children is relevant to education for peaceful, inclusive and socially sustainable communities. This narrative literature review examines how Pancasila education in Indonesian primary and secondary schooling is discussed as a means of strengthening character, tolerance and resistance to radicalism. Using a qualitative, descriptive approach, the review drew purposively on academic literature concerning Pancasila values, character education, contextual pedagogy and radicalisation prevention, with emphasis on studies from 2022–2025 and selected earlier contextual sources. The synthesis organises the reported arguments into five interrelated domains: moral and civic character formation, contextual and project-based learning, teacher competence and role modelling, cooperation among schools, families and communities, and the cultivation of tolerance and national belonging. Across these domains, the literature supports the educational relevance of connecting Pancasila principles to students' everyday experiences rather than relying solely on content transmission. The analysis interprets these themes through the social dimension of sustainable development, particularly Sustainable Development Goal target 4.7 on a culture of peace, non-violence and respect for diversity. However, the reviewed account does not establish causal effectiveness or supply a fully reproducible search and screening record. The paper therefore proposes a cautious, practice-oriented conceptual synthesis, rather than an experimentally validated intervention, and identifies transparent review procedures and outcome evaluation as priorities for future research.