Background/purpose. Character education has become a central focus in Indonesia's national education policy. However, conventional teaching methods still fail to address the diverse learning styles of students. The Multiple Intelligences (MI) approach offers a promising alternative to improving reading literacy and encouraging character development. This study aims to examine the effectiveness of MI-based reading instruction in improving literacy understanding and character values among students in Indonesia Materials/methods. A mixed-methods design was applied, combining quantitative and qualitative approaches. Quantitative analysis was conducted using Item Response Theory (IRT), Differential Item Functioning (DIF), and Bayesian IRT modeling to evaluate literacy performance and character outcomes. Data were gathered from 1,480 students through pre-post testing, classroom observation, and interviews. Results. Learning based on Multiple Intelligences has been proven to be effective in improving literacy while significantly shaping students' character. This model shows an even impact across different socioeconomic backgrounds and types of schools, without showing bias against specific groups. Overall, the MI approach can be a strategic solution in answering the challenges of Indonesian education that demand a balance between academic achievement and the formation of 21st-century character values. Conclusion. MI-based reading instruction proves to be an effective and equitable strategy for advancing literacy and nurturing student character in the Indonesian context. These findings provide strong evidence for policymakers to consider integrating MI pedagogy into the national curriculum as a foundation for holistic, character-driven education reform.