<![CDATA[Character formation has long occupied a significant position in Indonesian education, but its policy vocabulary has evolved from broad character- and moral-education initiatives toward the Pancasila Student Profile within the Merdeka Curriculum. English language education is a consequential site for this development because language learning combines communication, identity, cultural representation, interpersonal interaction, and value negotiation. This Scopus-based systematic literature review synthesizes 10 Scopus-verified journal articles published in 2016–2023 that address character education, moral and multicultural values, curriculum enactment, local wisdom, and citizenship-oriented competencies in Indonesian English language education. The review follows PRISMA 2020 reporting principles and applies a two-stream search logic designed to capture both predecessor character-education scholarship and the emerging Pancasila-oriented research trajectory. Descriptive bibliometric analysis was combined with thematic synthesis. The corpus accumulated 267 Scopus-linked citations in SINTA records at verification, although citation visibility was highly skewed toward one influential multicultural-textbook study. Methodologically, four studies used textbook/discourse analysis, three examined teachers or curriculum enactment qualitatively, two developed character-oriented materials, and one used mixed methods. Thematic synthesis indicates that morality, global diversity, mutual cooperation, teacher agency, and value-laden learning materials are well represented, whereas independence, critical reasoning, and creativity are not directly evaluated as Pancasila-profile outcomes. The review argues that the Pancasila Student Profile consolidates longer-standing value-oriented traditions in Indonesian English education. Future research should prioritize classroom enactment, validated multidimensional assessment, teacher agency, and demonstrable learner outcomes]]>
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