Recontextualizing Pancasila and Civic Education inPolitical Science Education: The Formation of Students’Democratic Literacy
Keywords:
Pancasila education, civic education, democratic literacy, political science educationAbstract
This article examines the repositioning of Pancasila and Civic Education within Political Science
education, particularly in relation to the development of students’ democratic literacy. In higher
education, civic education is often delivered as a normative subject that emphasizes value
transmission rather than critical political understanding. Such an approach risks reducing
Pancasila to a static doctrine, detached from contemporary democratic realities faced by
students. Using a qualitative approach based on critical literature review and conceptual analysis,
this study draws on recent discussions in civic education, political literacy, and ideological
education in Indonesia. The analysis shows that Pancasila education has significant potential to
foster democratic literacy when it is taught as a reflective and dialogical learning process that
engages students with real political issues, democratic practices, and digital public spaces.
However, this potential remains underutilized due to the dominance of instructional and doctrinal
teaching models in higher education. This study argues that Pancasila and Civic Education
should be reoriented as a critical component of Political Science education, contributing not only
to moral formation but also to the development of politically literate and democratically engaged
citizens.
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