<![CDATA[This study aims to investigate the phenomenon of "Institutional Transcendence" by examining whether institutional origins (public vs. private schools) influence the multidimensional moderate character of prospective elementary teachers. Employing a comparative quantitative approach combined with structural modeling, data were elicited from 76 second-semester students of the Elementary School Teacher Education program. The results of a One-Way ANOVA demonstrate no statistically significant disparity in moderate character levels based on institutional origins (F=0.071, p=0.791 > 0.05). Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) confirms the structural integrity of the multidimensional model (R2 = 0.196), identifying Cultural Adaptability and Conflict Resolution as the most significant drivers of moderation. These findings suggest that the higher education environment acts as a potent "Equalizer," effectively homogenizing values through a shared academic ecosystem. The study concludes that while the "Equalizer" effect successfully aligns cognitive and affective dispositions, a "Knowing to Action Gap" persists, necessitating a pedagogical shift toward experiential "Moral Action" to transform theoretical moderation into decisive civic courage.]]>
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