<![CDATA[Elementary schools are a strategic setting for fostering tolerance, respect for diversity, and inclusive behavior, yet teachers often lack practical, age-appropriate resources for addressing intolerance in the classroom. This community service program aimed to strengthen elementary school teachers’ capacity to develop and use digital comics (e-comics) as character-education materials grounded in Bandura’s concept of symbolic modeling. The program involved 34 participants, comprising teachers, school principals, and education-office representatives in Tasikmalaya City, Indonesia, and was implemented in four stages: socialization, workshops and technical guidance, classroom mentoring and evaluation, and sustainability planning. The program was documented through observations of training and classroom activities, discussion records, participant reflections, and the e-comic products developed by teachers. Using the five-series e-comic Lima Kepompong as a model, teachers developed simple e-comic materials addressing tolerance, diversity, mutual cooperation, unity, and patriotism. Participants’ reflections indicated a broader understanding of intolerance as an issue relevant to elementary education and greater confidence in addressing diversity in learning. Teachers reported greater student engagement during classroom trials, and partner schools began considering the integration of e-comics into literacy and character-education activities. Because complete pre-test and post-test data were not available, this article does not report quantitative changes in teacher competence, and students’ understanding and behavior were not measured. The program illustrates a feasible, participatory approach to supporting teachers in developing contextual digital character-education resources; further evaluation using validated measures, a comparison group, and follow-up data is needed.]]>
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