<![CDATA[This study aims to analyze the implementation challenges of character education in elementary schools, which persist due to pedagogical, structural, and environmental constraints. Using a library research design with a qualitative descriptive approach, data were gathered from secondary sources, including peer-reviewed journals, academic books, government policy documents, and educational literature. The findings indicate that the primary obstacle stems from teachers’ normative understanding, wherein character education is predominantly delivered through lectures lacking strategies to internalize values in students’ affective and behavioral domains. Furthermore, inadequate facilities, weak school-family-community collaboration, and exposure to harmful digital content compound the difficulties in character development. The study concludes that optimizing character education necessitates a paradigm shift among educators from transmitters of moral instruction to facilitators of value internalization coupled with the holistic integration of character into classroom practices, the promotion of ethics-based digital literacy, and sustained partnerships among schools, families, and communities. These insights provide strategic recommendations for developing character education models responsive to contemporary socio-technological dynamics.]]>
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