<![CDATA[Civic Education (PKn) plays a strategic role in developing students’ understanding of citizens’ rights and obligations at the elementary-school level. This study aims to synthesize literature on how PKn learning contributes to students’ civic awareness, with attention to contextual learning, habituation, active learning, and the roles of teachers, schools, and families. The study employed library research using content analysis. The analytical corpus consisted of 12 cited sources in the manuscript, comprising 10 journal articles published between 2021 and 2025 and 2 methodological books. The sources were selected based on their relevance to PKn learning, civic awareness, rights and obligations, and elementary education. The synthesis indicates that contextual and participatory learning, habituation of positive behavior, active learning models, and teacher role modelling are recurring approaches associated with the development of students’ civic awareness. School culture and family support also appear as important reinforcing factors. Because the study synthesizes secondary literature and does not collect primary data, these findings should be interpreted as patterns reported in previous studies rather than as direct evidence of causal effects. The contribution of this review is to integrate pedagogical, behavioral, and environmental factors into a single framework for understanding the development of rights-and-obligations awareness through PKn in elementary schools.]]>
