Strengthening Integrity through Project-Based Civic Learning: Evidence from Higher Education

Abstract

This study investigates the effectiveness of Project-Based Civic Learning (PBCL) in fostering anti-corruption attitudes and behaviors among university students in Central Java, Indonesia. Grounded in the Theory of Planned Behavior (TPB) and character education theory, this research employs a mixed-methods design combining quantitative analysis of 200 student survey responses with qualitative insights from in-depth interviews. Quantitative results using PLS-SEM demonstrate that PBCL significantly strengthens students’ attitudes, subjective norms, perceived behavioral control, and anti-corruption behavior, with all hypotheses supported (R² = 0.61, GoF = 0.55). Qualitative findings reveal four key mechanisms of internalization: strengthening personal integrity, collective reinforcement through social norms, overcoming challenges in project implementation, and developing reflective capacity leading to behavioral change. These results highlight that PBCL is not limited to cognitive learning but contributes to socio-cultural transformation within higher education by cultivating integrity-based values aligned with Sustainable Development Goal 16. The study concludes that PBCL is an effective pedagogical approach to building an anti-corruption culture in Indonesian universities. Practical implications include integrating PBCL into character education curricula and promoting participatory learning as a means of institutional reform. Limitations of this study lie in its regional scope and reliance on self-report data; future research should consider a national and longitudinal design.