Abstract Contemporary research often investigates character education and multiple intelligences as distinct educational frameworks, with scant empirical evidence on their comprehensive integration in early elementary education, particularly in the Indonesian context. Enhancing character education for elementary students in today’s globally interconnected digital age presents intricate issues defined by VUCA (volatility, uncertainty, complexity, and ambiguity). The goal of this study is to find ways to incorporate character education into early primary school, develop a progressive model for moderate character education that uses a holistic approach to diverse types of intelligence, and refine these approaches. Incorporating moral, spiritual, and character values into education is essential for fostering children’s multiple intelligences in today’s age of global communication. A qualitative technique with a descriptive framework and case study design was employed to acquire data through interviews and observations, which were subsequently analyzed using the Miles and Huberman model, encompassing data reduction, data display, and conclusion drafting. The findings indicate that teachers implement character education using a multiple intelligences approach by fostering habits that reflect national character values; the habituation of behaviors is tailored to the unique intelligence traits of each student; and this approach is designed to help students develop in alignment with their individual characteristics and personalities, preparing them for the upcoming digital revolution. Moral integrity, spiritual principles, and personal independence collectively serve as the three fundamental pillars for nurturing children’s diverse intelligences in today’s global communication landscape.
Prayitno et al. (Mon,) studied this question.