<![CDATA[Indonesia’s national digital literacy score continues to decline despite rising technology access, while cases of online gender-based violence, cyberbullying, and school violence among students keep increasing. Sekolah Alam Bireuen (SABIR), a nature-based school, faces particular challenges integrating digital competence into its curriculum without abandoning its exploration-based philosophy. This community service program targeted kindergarten, elementary, and junior high school students and teachers at SABIR, aiming to implement an integrated multi-level, multi-theme mentoring model grounded in digital literacy theory and Technological Pedagogical Content Knowledge (TPACK). The program combined pedagogical training for kindergarten teachers, play-based educational games for kindergarten students, coding and astronomy training for elementary students, cyberbullying awareness for junior high students, and technology-based competency training for elementary and junior high teachers, using a participatory approach adapted to each group’s developmental stage. Results, evaluated through pretest-posttest, observation, and product assessment, show all six programs met or exceeded their targets: kindergarten teachers’ pedagogical competence rose 24.3%, kindergarten students’ active participation reached 100%, elementary students’ coding comprehension rose 32.2%, astronomy comprehension rose 31.0%, junior high students’ cyberbullying awareness rose 27.1% with high protective attitudes, and teachers’ TPACK competence rose 30.2%. These findings confirm that integrated multi-level mentoring can be effectively implemented within a single nature-based school ecosystem.]]>
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