<![CDATA[Civic Education in higher education needs learning experiences that connect citizenship concepts with students’ social and digital lives. This study examined how digital project-based Civic Education supports the strengthening of students’ national character, identified enabling and constraining factors, and explored students’ responses and interactions during learning. A qualitative case study was implemented in a natural classroom setting with fourth-semester Psychology students taking Civic Education at Universitas Muhammadiyah Purwokerto. Data were generated through classroom observation, analysis of student assignments and digital products, interviews, and written reflections. The findings indicate a shift from content-oriented instruction toward learning that is active, contextual, collaborative, creative, and reflective. Students investigated national issues, evaluated information, negotiated ideas, produced digital works, presented civic messages, and reflected on their experiences. National character was expressed through responsibility, cooperation, tolerance, respect for diversity, social concern, national spirit, and responsible digital behavior. Lecturer guidance, student engagement, collaboration, digital access, and relevant project themes supported implementation, while limited time, group coordination, internet connectivity, uneven technical skills, and information verification posed challenges. The study contributes a model of digital projects as a civic learning space linking citizenship knowledge, digital literacy, social experience, and character formation.]]>
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