Redesigning Pancasila Education for Generation Z: A Mixed-Methods Needs Analysis of Pedagogical Mismatch and Interactive Civic E-Module Design in Indonesian Higher Education

Background Pancasila Education in Indonesian higher education is expected to cultivate responsibility, discipline, cooperation, and critical civic judgment. However, many courses still rely on static text-dominant delivery, even though Generation Z students study in highly interactive digital environments. Prior literature explains why engagement, self-regulation, multimodal learning, and digital citizenship matter, but it offers less integrated guidance for redesigning civic learning to support value internalization rather than media substitution. Methods This sequential explanatory mixed-methods study involved 997 undergraduate students and 48 lecturers at a public university in Indonesia, followed by semi-structured interviews with 20 students and 5 lecturers. Quantitative data were examined descriptively, qualitative data were analyzed thematically, and written informed consent was obtained from all participants before questionnaire completion and interviews. Results The findings point to persistent weaknesses in responsibility, discipline, and cooperation (gotong royong), while critical thinking appeared moderate rather than strongly developed. A marked pedagogical mismatch emerged: 92.5% of students preferred multimodal, interactive learning formats, whereas only 7.6% favored static, text-heavy resources. Although 53.6% reported frequent engagement with existing digital resources, 46.4% still showed passive learning behavior, and 12.9% explicitly judged current methods ineffective. Interview data further indicated that students experienced current materials as low in relevance and low in interaction, whereas lecturers stressed conceptual depth while acknowledging the need for stronger participation, feedback, and collaborative learning. Conclusions The study offers a design-oriented explanatory framework linking civic value internalization to four pedagogical requirements: multimodal clarity, participatory structure, feedback for self-regulation, and civic authenticity. Interactive civic e-modules, therefore, should be designed as learning environments for dialogue, collaboration, reflection, and progress monitoring, not merely as digitized repositories of civic content.