<![CDATA[Student engagement is essential for meaningful learning in Pancasila Education, which requires students to understand civic concepts and apply values in everyday life. However, teacher-centered instruction often limits active participation, collaboration, communication, and reflection. This study explored student engagement through an integrated learning design combining visual stimuli, collaborative discussion, narrative activities, and digital media. A qualitative descriptive approach was employed at SMKN 3 Batu, East Java, Indonesia, involving one Pancasila Education teacher and 32 tenth-grade students. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Credibility was ensured through source and technique triangulation. The findings identified four interconnected forms of engagement. First, visual stimuli promoted cognitive engagement by connecting abstract civic concepts with real-life situations. Second, collaborative discussion strengthened social engagement through opinion sharing, argumentation, problem solving, and shared responsibilities. Third, narrative activities and presentations enhanced communicative and reflective engagement by encouraging students to interpret civic issues and relate them to Pancasila values. Fourth, digital media facilitated digital engagement through access to learning resources, communication, creative production, assessment, and feedback. These findings indicate that integrating visual, collaborative, narrative, and digital approaches provides opportunities for active participation and meaningful learning. This study contributes to educational reform by illustrating how integrated instructional design can support cognitive, social, communicative, reflective, and digital engagement in Pancasila Education.]]>
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