<![CDATA[This multiple-case study examines how three public elementary schools in Blitar, Indonesia, incorporated local cultural practices into character education across classroom, family, and community settings. Twenty-seven purposively selected participants comprised three principals, six classroom teachers, three curriculum coordinators, three guidance and counseling teachers, six students, and six parents. Interviews, non-participant observations, and school documents collected from February to May 2025 were analyzed thematically and compared across cases and sources. Four interconnected practices were identified: using stories and Javanese language in lessons, engaging students in arts and traditional games, organizing visits to community sites, and coordinating activities with parents and cultural practitioners. Participants associated these practices with opportunities to discuss and enact cooperation, responsibility, respect, and cultural belonging. Observations and documents corroborated the existence of activities, but the study did not measure changes in character outcomes. The findings specify how cultural resources can be organized across educational settings while highlighting the need to examine whose contributions sustain such programs and how responsibilities are distributed among caregivers and educators.]]>
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