<![CDATA[The limited level of civic participation and the prevalence of political misinformation among students highlight the need to strengthen civic literacy within Indonesian higher education. This study aims to examine strategies for strengthening students’ civic literacy through the revitalization of Pancasila Education by identifying transformative, contextual, dialogic, and participatory approaches to civic learning. A qualitative-descriptive approach was employed through a systematic literature review of scholarly journals, books, and academic articles published between 2015 and 2023. The collected literature was analysed thematically by focusing on teaching methods, student engagement, curriculum transformation, and the integration of civic learning into university life. The findings indicate that the predominantly normative and theoretical orientation of Pancasila Education may limit students’ opportunities to develop critical reflection, analytical capacities, and active civic participation. The literature further suggests that dialogic, transformative, and community-based learning can connect Pancasila values with contemporary social and political issues and provide students with opportunities to engage in meaningful civic experiences. Based on these findings, the revitalization of Pancasila Education requires curriculum transformation, strengthened pedagogical capacities among lecturers, and the development of campus environments as civic learning spaces through dialogue, debate, student activities, and community engagement. The study conceptualizes Pancasila Education as an instrument for developing civic literacy that combines value internalization with reflective, analytical, and participatory capacities.]]>
