<![CDATA[The internalization of Pancasila values in higher education cannot rely solely on the transmission of conceptual knowledge but requires learning strategies that enable students to understand, reflect on, and actualize these values in real-life contexts. In this context, Civics Education (PKn) has a strategic role in developing students’ civic knowledge, skills, and dispositions. This article aims to analyze pedagogical strategies used to support the internalization of Pancasila values in Civics Education at the higher education level. The study employed a Systematic Literature Review (SLR) approach by examining relevant scholarly literature on Pancasila education, Civics Education, character education, and pedagogical strategies. The selected literature was analyzed through thematic categorization and content synthesis to identify patterns of pedagogical strategies used in the internalization process. The findings indicate that the pedagogical strategies identified include contextual learning, experiential learning, project-based learning, reflective discussion, lecturer role modeling, community service activities, and the use of digital technology. These strategies provide complementary contributions by connecting Pancasila values with students’ academic experiences and social realities through active participation, direct experience, reflection, collaboration, and value enactment. Therefore, the internalization of Pancasila values in higher education Civics Education should emphasize participatory, reflective, contextual, and experience-based approaches so that Pancasila is not merely understood as academic knowledge but can develop into an orientation for students’ civic attitudes and behavior.]]>
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