How Local Wisdom Shapes Character Education in Schools: A Qualitative Meta-Synthesis of Cultural Mechanisms

Abstract

Character education has become a crucial educational priority in response to growing moral and social challenges among students. However, character education approaches that are standardized and detached from learners’ socio-cultural contexts often fail to foster meaningful and lasting value internalization. Local wisdom, embedded in community traditions, beliefs, and social practices, provides a culturally grounded foundation for contextual character education. This study aims to synthesize qualitative empirical evidence on how local wisdom shapes character education across school contexts. Using a qualitative meta-synthesis design, the study systematically reviewed empirical qualitative research published in peer-reviewed journals that integrate local wisdom into school-based character education. Data were analyzed through thematic synthesis to identify recurring character values, educational practices, and underlying mechanisms of value internalization. The findings indicate that local-wisdom-based character education consistently promotes values such as spirituality, respect, responsibility, empathy, solidarity, discipline, and social harmony. These values are internalized through ethnopedagogical learning, ritual-based habituation, culturally responsive pedagogy, holistic school culture, and community engagement. The study concludes that integrating local wisdom holistically into curriculum, pedagogy, and school culture enhances the effectiveness and sustainability of character education.