<![CDATA[Despite growing interest in integrating local wisdom into teacher education, little research explains how it is institutionalized as an integrated character education ecosystem and how pre-service teachers experience it. This study examines how Gusjigang local wisdom (comprising Gus, Ji, and Gang) is institutionalized as character education for pre-service primary teachers at Universitas Muria Kudus, Indonesia. The study adopted a qualitative phenomenological design to explore participants' lived experiences and the factors influencing character internalization. Data were collected from twelve purposively selected participants through participatory observation, semi-structured interviews, and document analysis, and analyzed using the interactive model. The findings show that Gusjigang operates as an integrated character ecosystem rather than a stand-alone course. Institutional integration in semester learning plans, lecturer role modeling, and peer scaffolding supported internalization. Cultural dissonance among non-local students, uncritical dependence on mobile devices and generative artificial intelligence, and low tolerance for iterative critique constrained the process. The study contributes a context-sensitive conceptual model demonstrating how moral, epistemic, and productive dimensions interact to strengthen future teachers' professional character, extending the theoretical understanding of local wisdom-based character education while informing its implementation in teacher education.]]>
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