<![CDATA[In the 21st century, fostering multicultural citizenship awareness in elementary education faces challenges related to textual instruction, teacher pedagogical constraints, limited exposure to diversity, and fragmented support across school, family, and community settings. This study aims to analyze the philosophical foundation of Pancasila as an axis of multicultural citizenship and formulate curricular implications for elementary education. Using an integrative literature review, this study synthesizes theoretical perspectives, empirical findings, and policy documents to connect philosophical, pedagogical, curricular, and ecological dimensions. The synthesis indicates that Pancasila's hierarchical-pyramidal conception provides a philosophical basis for relating diversity, national solidarity, human dignity, democratic participation, and social justice. Building on this foundation, the article proposes a Pancasila-based Multicultural Citizenship Synergy Model that translates these values through cognitive, affective, and psychomotor learning, contextual project-based learning, interactive digital media, and cocurricular experiences. In the current policy context, earlier P5 practices are reframed within the transition toward the eight dimensions of the Graduate Profile and more flexible cocurricular activities. Sustainable implementation also requires alignment among school, family, and community ecosystems. The model offers a conceptual bridge between Pancasila philosophy and actionable multicultural citizenship learning in elementary schools.]]>
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