Background: The development of Pancasila character in early childhood is very important, especially in the context of working families who often face challenges in providing optimal character education. The character of Pancasila includes values such as justice, tolerance, and mutual cooperation, which need to be instilled from an early age to form a generation with integrity.
Research Objectives: This research aims to explore the strategy of developing Pancasila character in early childhood in working families, as well as understand the experiences and challenges faced by parents in the process.
Research Method: This study uses a qualitative phenomenological approach, which allows researchers to explore the subjective experiences of parents in developing Pancasila characters in their children. The data were collected through in-depth interviews with working parents, as well as observations of their interactions with children.
Research Findings: The use of quality time with children, involving the family in character building, introducing children to religious and social activities, and the use of technology to learn Pancasila values, are all important aspects in shaping the character of Pancasila in children. This helps strengthen moral values, social concerns, and positive communication between parents and children, thereby helping children understand and apply Pancasila values better.
Research Conclusion: This study concludes that the development of Pancasila character in early childhood in working families requires collaboration between parents, educational institutions, and the community. Greater support from the surrounding environment can help parents in implementing effective strategies.
Research Novelty: This study provides new insights into how working families can contribute to the development of Pancasila character, as well as highlighting the importance of the role of the social environment in supporting the character education process at home.

Background: The development of beekeeping edu-tourism in Pasawahan Village, Garut Regency is one of the innovative strategies in supporting village economic development while increasing public awareness of the bee ecosystem.
Research Objectives: This study aims to analyze the collaborative strategy applied in the development of beekeeping edu-tourism using the approach Tourism Area Life Cycle (TALC).
Research Method: This research uses the methoddescriptive qualitativewith data collection techniques in the form ofin-depth interviews, direct observation, and document analysis.
Research Findings: The results of the study show that the development of this educational tourism involves collaboration between the village government, BUMDes, Yayasan Petani Muda Perlebah, PT PLN Persero through the CSR program, and active participation of the local community. This collaboration is realized in the form of infrastructure improvements, technical training, and digital-based marketing strategies to increase tourist appeal. Based on the model Tourism Area Lif Cycle (TALC), beekeeping educational tourism in Pasawahan Village is currently in the development phase development towards consolidation, marked by an increase in the number of visitors and diversification of tourism services. However, there are several obstacles such as the lack of beekeeping experts, limited regulations related to tourism management, and less than optimal promotion and ticket management systems.
Research Conclusion: This study recommends increasing technical training for the community, establishing village regulations to support sustainable tourism, and strengthening digital marketing strategies. With a targeted collaborative strategy, beekeeping edutourism in Pasawahan Village has great potential to develop into a leading destination in the sustainable educational tourism sector.
Research Novelty: This study offers a novel perspective by specifically examining collaborative innovation in the transformation of a former sand mining area into a sustainable edutourism destination in a rural Indonesian context, bridging the gap in existing literature regarding such specific development models. It uniquely combines the analysis of multi-stakeholder collaboration with the Tourism Area Life Cycle (TALC) model to provide comprehensive insights into the dynamics and sustainability of edutourism in a developing country, offering a practical framework for similar initiatives.