The Role of Character Education in Fostering Global Responsibility in Elementary School Learning

Abstract

Globalization, technological acceleration, and growing cross-border issues have urged elementary schools to prepare students who are not only academically competent but also character-driven and globally responsible. This article aims to analyze the role of character education in fostering global responsibility in elementary school learning. The study employs a literature review method with a qualitative-descriptive approach through thematic synthesis of relevant scientific articles, dissertations, and theses. The findings indicate that global responsibility is most effectively built upon character foundations close to children's experiences such as discipline, empathy, justice, and social concern which are then broadened through contextual learning. Civic Education, multicultural perspectives, and Global Citizenship Education serve as pathways for strengthening global awareness. SDGs and environmental issues provide concrete contexts for translating values into action, while local wisdom bridge’s identity formation with the cultivation of solidarity and inclusivity. The digital era demands that character education incorporate media ethics so that global responsibility is also reflected in online behavior. The article concludes that successful development of global responsibility in elementary schools depends on consistent school culture, teacher role-modeling, curriculum integration, and evaluation that progressively measures attitudinal and behavioral change.