<![CDATA[The marginalization of traditional sports in formal education has reduced students’ opportunities to engage with indigenous cultural values and holistic learning experiences. Although Pencak Silat has been recognized as an Intangible Cultural Heritage, its implementation in school-based sport education remains limited and is often treated only as an extracurricular activity. This study aimed to develop and evaluate the Ethno-Silat Integration Framework (ESIF) as a strategic ethno-management model for integrating Pencak Silat into secondary school sport education. A sequential mixed-methods design was employed through ethnographic observation, interviews, and a quasi-experimental pretest–posttest approach involving 350 students and teachers in senior high schools in Indramayu, West Java. The intervention consisted of a 12-week curriculum integrating Pencak Silat techniques, philosophical values, and community-based learning activities. The findings revealed significant improvements in physical resilience, emotional regulation, social cohesion, spiritual awareness, and cultural identity. Stakeholder collaboration and cultural authenticity were identified as the strongest contributors to students’ holistic development. The study concludes that ESIF effectively supports holistic education while strengthening the sustainability of local cultural heritage through culturally responsive and inclusive sport education practices in schools.]]>
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