INTEGRATING CULTURAL LITERACY INTO CIVIC EDUCATION : A COMPARATIVE STUDY OF INDONESIAN AND MALAYSIAN UNIVERSITIES

Abstract

This study explores how cultural literacy is integrated into civic education within two public universities in Indonesia and Malaysia. Using a qualitative case study approach, data were collected through document analysis, semi structured interviews, and classroom observations to examine policy frameworks, teaching practices, and student experiences. The findings reveal a persistent gap between multicultural ideals and the realities of civic learning, where national curricula emphasize unity and nationalism but often overlook cultural diversity and indigenous perspectives. However, innovative lecturers employ culturally responsive pedagogy through community based projects and storytelling that foster student engagement and intercultural empathy. These practices demonstrate the potential for transformative learning when civic education embraces local wisdom and inclusivity. The study concludes that reforming civic education requires systemic policy support, teacher training in intercultural pedagogy, and curriculum frameworks that recognize cultural diversity as a democratic strength. By integrating cultural literacy, universities can cultivate civic actors who embody empathy, justice, and pluralism within multicultural societies.