Integration of local wisdom in elementary school local content curriculum: A study in rural areas of Indonesia

Abstract Integrating local wisdom into elementary education is essential for preserving cultural identity while meeting national curriculum standards, yet systematic implementation models remain underdeveloped in diverse rural contexts. This study aimed to (1) identify forms of local wisdom and their integration models in elementary school curricula, (2) measure the impact on students' learning outcomes and cultural identity and (3) examine implementation challenges and success factors. A mixed‐methods explanatory sequential design was employed over 9 months in three elementary schools representing distinct cultural contexts: Hindu‐Balinese (Bali), Javanese (Yogyakarta) and Torajan (South Sulawesi). The qualitative phase involved 78 participants through semi‐structured interviews, participatory observation, focus groups and document analysis. The quantitative phase included 360 students using validated pre–post‐tests, engagement scales and cultural identity surveys. The findings of this study are (1) three integration models were identified: direct integration, parallel integration and complementary integration. (2) Significant improvements were demonstrated in local cultural understanding ( M = 65.4–78.9, Cohen's d = 1.15), academic achievement ( p < 0.01), student engagement ( M = 3.2–4.1, d = 1.26) and cultural identity ( M = 3.4–4.3). (3) Implementation challenges included limited teacher capacity, insufficient time allocation and weak community collaboration. Success factors encompassed strong leadership support, systematic curriculum mapping and active parental involvement. The findings contribute to culture‐responsive pedagogy in Global South contexts. Recommendations include developing culture‐based teacher training programs, establishing structured school‐community partnerships and creating supportive policy frameworks for sustainable implementation.