<![CDATA[Social studies learning in Indonesia–Timor-Leste border regions needs to address students’ lived socio-cultural experiences to strengthen their nationalist character. However, classroom practices often emphasize content mastery and insufficiently integrate local contexts. This study aims to examine the transformation of social studies learning in strengthening students’ nationalist character in Belu Regency, East Nusa Tenggara. A qualitative case study was conducted at SMP Negeri 3 Atambua. Data were collected through interviews, classroom observations, and document analysis and analyzed thematically using Miles et al.’s interactive model, comprising data reduction, data display, and conclusion drawing, supported by source triangulation. The findings reveal a shift from predominantly textual instruction toward contextual learning that connects social studies content with border communities’ socio-cultural realities, including cross-border interactions and local cultural ties. Contextual and reflective activities provide opportunities for students to relate national identity to their everyday experiences and social environment. However, this transformation remains dependent on individual teacher initiatives and is constrained by administrative demands, limited contextual learning models, inadequate teacher training, and curriculum pressures emphasizing cognitive achievement. The study concludes that contextual social studies learning has the potential to strengthen students’ nationalist character in border regions. Sustained improvement requires structured pedagogical innovation, teacher capacity development, and institutional support to integrate local socio-cultural contexts into classroom practice]]>
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