<![CDATA[ Globalization and digital culture are steadily displacing local wisdom among children, including in ethnically distinctive communities. This study aimed to describe how teachers instill local wisdom values in fourth-grade students at SD Negeri 19 Aru Irian, Morotai Island, and to identify the supporting factors and obstacles they face. A descriptive qualitative approach was used. Data were collected through passive participatory observation, interviews, and documentation involving the principal, the fourth-grade homeroom teacher, a community figure, and two students selected through purposive sampling. Data were validated through triangulation and analyzed through data reduction, data display, and conclusion drawing. The findings show that teachers act as role models, motivators, and facilitators by linking Indonesian language, science and social studies, civic education, and arts lessons to local culture, by habituating respectful and cooperative behavior, and by involving students in cultural activities such as cultural carnivals and yospan dance. Because the homeroom teacher is not of Papuan descent, he relies on printed books, YouTube, Google, and shared practices such as weaving. Supporting factors include active and creative teachers and cooperation among the school, parents, and community. The main obstacles are limited cultural knowledge among teachers, scarce learning media, the influence of globalization, and weak cultural reinforcement at home. Teachers' efforts are therefore evident but not yet optimal, which calls for teacher capacity building and stronger school–community partnerships.]]>
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