Al-Tanzim: Jurnal Manajemen Pendidikan Islam Vol.
10 No.
: 407-420
Available online at https://ejournal.
id/index.
php/al-tanzim/index Beyond Connectivity: A Strategic Management Framework for Sustainable Digital Education Ecosystems in Remote Areas Muslimin1*.
Andi Amitya Resty Dwiyanti2.
Misnawati3.
Yusriadi4.
Ismail5 Public Administration Department.
Universitas Cahaya Prima.
Bone.
South Sulawesi.
Indonesia Email: stmaryammuslimin@gmail.
com1, aksaraleluhur@gmail.
misnawati_amir@yahoo.
com3, yusriadi.
yusriadi@uqconnect.
au4, ismail97uncapi@gmail.
DOI: http://doi.
org/10.
33650/al-tanzim.
Received: 11 August 2025 Revised: 10 January 2026 Accepted: 2 February 2026 Abstract:
This study aims to identify essential elements and strategies needed to build an inclusive and sustainable digital education ecosystem in remote areas of Indonesia.
The research used a qualitative case study design.
Data were collected through in-depth interviews and participant observation with 15 key stakeholders.
The findings indicate a hierarchical dependency, where the instability of physical infrastructureAiparticularly connectivity, devices, and electricityAicreates a scarcity model that hinders sustainable digital adoption.
This situation creates a functional competency gap: teachers are pedagogically ready but hampered by low technical confidence.
To overcome these obstacles, stakeholders implemented bricolage adaptation strategies, such as separating the learning process from real-time internet dependence through offline methods and utilizing collective community The study also found that socio-cultural anchoringAithrough the integration of local wisdom in digital content and active community participationAiserves as a crucial Ausoft infrastructureAy in ensuring program sustainability.
In contrast to previous technocentric studies, this research formulates a Locally-Based Digital Ecosystem Model that shows that the sustainability of digital education in 3T areas depends not only on access to technology but also on the integration of technical adaptation and cultural resilience.
Keywords: Digital Education Ecosystem.
Socio-Cultural Anchoring.
Sustainability of Digital Education Abstrak:
Penelitian ini bertujuan mengidentifikasi elemen esensial dan strategi yang diperlukan dalam membangun ekosistem pendidikan digital yang inklusif dan berkelanjutan di daerah terpencil di Indonesia.
Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus.
Data dikumpulkan melalui wawancara mendalam dan observasi partisipatif terhadap 15 pemangku kepentingan kunci.
Temuan penelitian menunjukkan adanya ketergantungan hierarkis, di mana ketidakstabilan infrastruktur fisikAiterutama konektivitas, perangkat, dan listrikAimenciptakan model kelangkaan yang menghambat adopsi digital secara berkelanjutan.
Kondisi ini memunculkan kesenjangan kompetensi fungsional, yaitu ketika guru memiliki kesiapan pedagogis tetapi terkendala oleh rendahnya kepercayaan diri dalam aspek teknis.
Untuk mengatasi hambatan tersebut, para pemangku kepentingan menerapkan strategi adaptasi bricolage, seperti memisahkan proses pembelajaran dari ketergantungan internet waktu nyata .
eal-tim.
melalui metode offline serta memanfaatkan pendanaan kolektif masyarakat.
Penelitian ini juga menemukan bahwa socio-cultural anchoring .
enjangkaran sosio-kultura.
Aimelalui integrasi kearifan lokal dalam konten digital dan partisipasi aktif masyarakatAiberfungsi sebagai Auinfrastruktur lunakAy yang penting dalam menjamin keberlanjutan program.
Al-Tanzim: Jurnal Manajemen Pendidikan Islam This journal is an open-access article under a CC BY-NC-SA 4.
0 license.
A 2026, the author.
Berbeda dengan studi tekno-sentris sebelumnya, penelitian ini merumuskan LocallyBased Digital Ecosystem Model, yang menunjukkan bahwa keberlanjutan pendidikan digital di daerah 3T tidak hanya bergantung pada akses teknologi, tetapi juga pada integrasi adaptasi teknis dan ketahanan budaya.
Kata Kunci: Ekosistem Pendidikan Digital.
Socio-Cultural Anchoring.
Keberlanjutan Pendidikan Digital Please cite this article in APA style as:
Muslimin.
Dwiyanti.
Yusriadi, & Ismail.
Beyond Connectivity: A Strategic Management Framework for Sustainable Digital Education Ecosystems in Remote Areas.
Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 10.
, 407-420.
INTRODUCTION
Digital transformation in the education sector has become a critical global agenda because it has the potential to equalize access to quality learning, particularly in developing countries (Abad-Segura et al.
, 2020.
ElMassah & Mohieldin, 2020.
Matsieli & Mutula, 2.
Expanding educational technology affects not only the quality of teaching but also the capacity of young generations to compete in the global arena (Rahimi & Oh, 2024.
Akintayo et al.
, 2024.
Sulisworo & Diningrat, 2.
In Indonesia, while urban education has seen rapid digitalization, uneven access in remote regions underscores significant disparities between urban and rural areas.
This gap limits equitable learning opportunities, ultimately reducing the competitiveness of graduates from 3T regions .
rontier, outermost, underdevelope.
, further widening social and economic inequality (Mishra et al.
, 2023.
Suarlin et al.
, 2.
Data from BPS Indonesia and the World Bank highlight that a significant portion of the population in remote areas still lacks adequate internet access (BPS Indonesia, 2022.
The World Bank, 2.
Therefore, developing an inclusive and sustainable digital education ecosystem is a crucial priority to mitigate this disparity while strengthening community capacity to engage effectively in the digital era, ensuring that all students, regardless of geography, can benefit from digital learning innovations.
Communities in IndonesiaAos remote areas face multiple structural challenges that constrain the effective use of educational technology.
Digital infrastructure gaps, limited device availability, and unstable electricity access create substantial obstacles to implementing digital learning (Pilu et al.
, 2022.
Yusriadi et al.
, 2.
These limitations not only affect teachersAo ability to deliver technology-based lessons but also influence studentsAo engagement and Consequently, the digital competency gap between urban and remote schools continues to widen.
Previous studies emphasize that low digital literacy in 3T regions hinders studentsAo ability to compete nationally and globally (Lambey et al.
, 2023.
Widiastuti, 2.
Additionally, the lack of supportive community involvement and adaptive policies exacerbates these issues, leaving digital education initiatives in remote areas at an early or partial stage.
Therefore, addressing these challenges forms the foundation of this study, which seeks to design a digital education ecosystem that is not only technically adaptive but also socially and culturally sustainable, ensuring long-term effectiveness and equity in learning outcomes for students in under-resourced regions.
Bone Regency in South Sulawesi represents a paradigmatic case of the challenges faced by remote education in 3T regions.
Districts such as Bontocani.
Tellulimpoe, and Ponre feature difficult terrain, severely restricting internet Al-Tanzim : Jurnal Manajemen Pendidikan Islam Vol.
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php/al-tanzim/index connectivity (Syamsul et al.
, 2.
While the Human Development Index in Bone 81 in 2024, infrastructural disparities remain acute, with seven critical points completely lacking network access (BPS Kabupaten Bone, 2.
Preliminary observations indicate that most schools in these areas have yet to implement a comprehensive digital education ecosystem (Rahman, 2.
, reflected in limited teacher digital competencies, device shortages, and unstable network infrastructure (Jeffry et al.
, 2024.
Karim & Halidin, 2023.
Kinas & Nilawati, 2.
Unlike urban schools, where digital adoption focuses on optimization, schools in Bone confront fundamental structural challenges.
This situation demonstrates the need for a context-sensitive, adaptive approach to building a digital ecosystem capable of overcoming these structural barriers while enhancing learning quality and student engagement in remote regions, underscoring the importance of tailored strategies for sustainable digital Previous studies have highlighted the importance of digital transformation in education as a means to improve access and learning quality (Abad-Segura et , 2020.
ElMassah & Mohieldin, 2.
However, these studies primarily focus on technical aspects and optimizing devices and networks in urban contexts, which differ significantly from 3T conditions in Indonesia.
Some literature emphasizes that effective digital adoption requires infrastructure readiness, teacher digital literacy, and relevant digital content (Matsieli & Mutula, 2024.
Pilu et al.
, 2.
However, these studies rarely consider integrating local culture and community participation as critical factors for sustainability.
This research aims to bridge this gap by emphasizing an ecosystem approach that is not only technical but also socially and culturally contextualized.
By doing so, it develops a more inclusive, sustainable, and adaptive model suitable for remote and underdeveloped regions, addressing limitations of prior research while contributing to the theory and practice of digital education.
The novelty of this study lies in the development of a Locally-Based Digital Ecosystem Model, which integrates technical adaptation, teacher pedagogical readiness, and socio-cultural anchoring.
Previous studies remain largely technocentric and seldom incorporate local cultural factors as soft infrastructure to ensure program sustainability (Rahman, 2025.
Kinas & Nilawati, 2.
By combining bricolage, offline adaptation, and community collective funding, this research demonstrates that digital education ecosystems can operate effectively even under unstable physical infrastructure.
The model underscores the importance of active community participation and integration of local wisdom in digital content as drivers of ownership and commitment to the program.
Thus, this study fills a theoretical gap in the prior literature while providing practical contributions to the design of inclusive and sustainable digital education interventions in remote areas.
Given the contextual challenges and field phenomena, this study poses the central research question: how can an inclusive and sustainable digital education ecosystem be established in IndonesiaAos remote regions? Preliminary evidence suggests that sustainability is not solely determined by access to devices or networks but by the synergistic integration of technical adaptation, teacher pedagogical preparedness, and local cultural resilience through socio-cultural Al-Tanzim: Jurnal Manajemen Pendidikan Islam Vol.
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The contribution of this study is to provide empirical evidence and a conceptual model guiding policymakers, educators, and communities in developing adaptive and sustainable digital strategies for 3T regions.
Findings are expected to enhance learning quality, strengthen local capacity for digital education, and reduce the digital and social divide that limits student potential in remote areas, providing actionable insights for effective educational planning and RESEARCH METHODS This study adopts a qualitative approach with a single instrumental case study design (Yin, 2.
This design was chosen to conduct an in-depth exploration of the complex social, cultural, and educational phenomena underlying digital ecosystem development in a real-world context.
The study's locus is Bone Regency.
South Sulawesi, focusing specifically on the remote district of Bontocani, which exemplifies the characteristics of Au3TAy regions .
rontier, outermost, and underdevelope.
This context was selected for its unique combination of severe infrastructure limitations and strong adherence to local cultural practices, providing a rich environment for analyzing adaptive strategies in educational digitization.
Participants were selected through purposive sampling to identify key informants with direct experience and significant influence within the local education ecosystem.
The recruitment followed the principle of data saturation, continuing until no new themes or meaningful information emerged from subsequent interviews.
A total of fifteen key informants participated in the study, representing multiple stakeholder perspectives.
Teachers were included to capture grassroots pedagogical challenges, while school principals provided insights into managerial and policy implementation at the school level.
Officials from the education office provided information on regional policy and funding mechanisms, and community leaders were included to explore social support structures and the integration of local wisdom into educational practices.
Data collection was conducted using three complementary techniques to ensure methodological triangulation.
Semi-structured in-depth interviews were conducted using a guide validated by two experts in educational technology, with questions focused on infrastructure barriers, digital competence, and local adaptation strategies.
Participatory observation was conducted in classrooms and computer labs to witness firsthand interactions among teachers, students, and technology, and to verify the condition of the physical infrastructure, including electricity and internet stability.
Additionally, document analysis of regional policy documents, school strategic plans (RKAS), and grant proposals was performed to contextualize the interview findings.
Data analysis followed the interactive model proposed by Miles.
Huberman, and Saldana .
, incorporating a rigorous coding process.
Initially, data condensation involved processing raw interview transcripts and field notes in NVivo 12, beginning with open coding to assign initial labels and progressing to axial coding to group related codes into broader categories.
The categorized data were then displayed in matrices and network diagrams to visualize Al-Tanzim : Jurnal Manajemen Pendidikan Islam Vol.
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Conclusions were drawn iteratively, with member checking employed to ensure validity by returning transcript summaries to key informants for confirmation of Ethical considerations were strictly observed throughout the study.
Informed consent was obtained from all participants prior to data collection, ensuring that they understood the studyAos purpose and their right to withdraw at any time.
To maintain confidentiality, all participants were anonymized using alphanumeric codes, such as G1 for Teacher 1 and P1 for Principal 1.
Furthermore, formal research permissions were granted by the local education authority and the relevant review board, ensuring compliance with institutional and ethical RESULTS AND DISCUSSION Results This section presents findings from in-depth interviews, participatory observations, and document analysis on the digital education ecosystem in Bone Regency.
The findings are organized according to the two primary research questions: .
the key elements and structural barriers influencing the ecosystem (RQ.
, and .
the adaptive strategies implemented by stakeholders to ensure sustainability (RQ.
Key Elements and Structural Challenges (Findings on RQ.
Theme 1: The Fragility of Physical Infrastructure (Network.
Devices, and Energ.
The first fundamental finding indicates that the digital education ecosystem in remote areas of Bone Regency rests on a fragile physical foundation composed of three interdependent elements: internet connectivity, device availability, and electrical stability.
In this context, structural barriers are defined not merely as the absence of technology but as the critical instability of these elements, which creates a Auchain of dependency.
Ay The findings reveal that infrastructure operates on a Auscarcity model,Ay where access is intermittent rather than continuous, forcing the educational process to pause frequently due to external physical constraints beyond the schoolAos control.
Data from in-depth interviews confirms that geographical barriers and resource scarcity are the primary obstructions.
Teachers and students are forced to resort to extreme physical measures to obtain connectivity.
Informant G1, a teacher, vividly described the situation: AuAt our school, the internet signal is only strong at one specific point, so if we want to download materials, we have to take our cell phones to the fenceAy.
This struggle is echoed by Informant T1, who noted the burden on students: AuIf the children want to send their assignments via WhatsApp, they have to walk to a hill where there is a signalAy.
Even when attempts are made to use portable technology, environmental factors intervene, as noted by G3: AuWe tried portable modems, but the signal often disappears when it rainsAy.
Compounding this connectivity issue is the acute hardware Informant G2 revealed the severity of the ratio gap: AuThe school only has one laptop, which is shared by all teachers, making it difficult to integrate digital technology into all subjectsAy.
Collectively, these statements demonstrate that the Al-Tanzim: Jurnal Manajemen Pendidikan Islam Vol.
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the digital ecosystem cannot function when teachers must physically hunt for signals and ration a single device among the entire faculty.
Furthermore, the reliability of energy sources emerges as a critical determinant that exacerbates connectivity issues.
Informants consistently highlighted that the digital ecosystem is highly vulnerable to weather conditions and unstable power grids.
Informant P2, a school principal, explained the disruption caused by the rainy season: AuDuring the rainy season, the power can be out for three days in a row, disrupting technology-based learning plansAy.
Similarly.
Informant G4 stated: AuThe electricity in our school is sometimes off all day, so the LCD projector and computers cannot be usedAy.
This forces teachers to rely on unsustainable alternatives, as noted by T2: AuSome teachers use their generators because PLN is not yet optimalAy.
At the same time, proposals for renewable solutions, such as solar panels.
Auhave not received adequate responseAy (Informant G.
These quotes interpretively indicate that without a resilient energy supply, any investment in digital devices becomes redundant, as the equipment frequently sits idle due to power failures.
Field observations corroborate these verbal accounts and reveal a distinct pattern of Austop-and-goAy implementation.
Researchers observed students gathering at specific high-elevation points .
outside the school grounds solely to access the internet for submitting assignments.
Inside the schools, despite the presence of LCD projectors, they were often found unused or stored away due to unstable voltage, which risks damaging the equipment.
Additionally, the Auone laptopAy mentioned in interviews was observed being rotated exclusively among staff, leaving students with minimal direct computer contact.
The pattern of this data confirms that physical infrastructure in 3T regions is an absolute prerequisite.
the ecosystem is currently fragmented, and the failure of one component .
immediately paralyzes the others .
etworks and device.
, rendering digital education sporadic rather than sustainable.
Theme 2: The Digital Competency Gap in Human Resources Beyond physical infrastructure, the second fundamental finding highlights the critical role of human capitalAispecifically, teachersAo digital competency and studentsAo functional digital literacy.
In the context of BoneAos remote areas, this finding reveals a distinct Aucompetency paradox.
Ay While students are digitally native in terms of entertainment and social media consumption, they lack essential academic digital skills.
Conversely, teachers, particularly the senior generation, face significant psychological barriers and a lack of technical confidence, creating a pedagogical disconnect where the facilitators of technology are often less confident than the users.
Interviews with educators reveal that teacher digital adoption is hindered by sporadic training and deep-seated insecurity regarding technology.
The skills acquired are often temporary and situation-dependent.
Informant G5 admitted the lack of continuity: AuI only learned how to create materials on Google Classroom during the pandemic, but now I rarely use it because the signal is poorAy.
This technical hesitation is particularly acute among older staff, as noted by Principal P3: AuSome senior teachers lack confidence in using laptops and are still Al-Tanzim : Jurnal Manajemen Pendidikan Islam Vol.
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Consequently, teachers often rely on informal support systems rather than professional competence, illustrated vividly by Informant G4: AuWhen I make instructional videos.
I still ask my children at home for helpAy.
Informant T1 reinforces this generational gap, noting that AuYoung people here are actually quicker to master mobile phones than their teachersAy.
These statements interpretively demonstrate that one-time training sessions fail to instill the necessary confidence, leaving teachers dependent on younger family members or reverting to manual methods.
From the student perspective, the data exposes a misconception about Audigital natives.
Ay While students own devices, their usage is heavily skewed towards passive consumption rather than productive learning.
Informant G1 clarified this distinction: AuStudents are accustomed to using social media, but are not accustomed to searching for online learning resourcesAy.
This lack of functional literacy manifests in basic administrative tasks, as highlighted by Informant G3: AuEven some fifth graders still do not know how to create an emailAy, and Informant G2: AuSome students do not know how to type quickly or create documents in WordAy.
The situation becomes critical during assessments, as described by G4: AuWhen there are online exams, many are confused about how to click the submit buttonAy.
Furthermore.
Principal P1 noted that this competency is economically stratified: AuStudents from families who have cell phones are usually quicker to learn learning applicationsAy.
These quotes confirm that Audigital exposureAy does not automatically translate into Audigital literacyAy for academic Participatory observations in classrooms and computer labs confirm these interview findings.
Researchers observed a distinct pattern: students were highly proficient at navigating TikTok or Instagram on their personal phones during Still, they struggled significantly when asked to type an essay on a computer keyboard or format a simple document.
On the teachersAo side, observations showed senior teachers frequently delegating technical setup .
uch as connecting LCD projectors or tethering hotspot.
to students or younger The pattern of this data indicates a Aufunctional gapAy: teachers possess the pedagogical knowledge but lack the digital vehicle to deliver it.
In contrast, students have the digital vehicle .
but lack the navigational skills to use them for learning.
This underscores that human resource development in 3T regions requires a shift from Auaccess-based trainingAy to Aufunctional and pedagogical literacyAy to bridge this dual divide.
Adaptive Strategies for Sustainability (Findings on RQ.
Theme 3: Adaptive Strategies through Technical AoBricolageAo and Collaborative Governance To overcome the structural fragility and human resource gaps identified in RQ1, stakeholders in Bone have developed adaptive strategies rooted in flexibility and collective action.
This finding defines these strategies as a form of AubricolageAyAimaking do with whatever resources are at hand.
The approach is twofold: first, a pedagogical adaptation that decouples digital learning from realtime internet dependence .
ffline/hybri.
and second, a managerial adaptation that mitigates resource scarcity through collaborative funding and cross-sectoral This demonstrates that sustainability in 3T regions is driven by Al-Tanzim: Jurnal Manajemen Pendidikan Islam Vol.
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Teachers employ highly pragmatic strategies to bypass infrastructure Instead of relying on unstable live connections, they utilize Austore-andforwardAy mechanisms.
Informant G5 explained this process clearly: AuI downloaded learning videos from YouTube and played them offline in classAy.
This sentiment is echoed by Expert A3, who validated the method: AuThe use of technology can be adaptive, for example, downloading materials in the city and then using them offlineAy.
When the network is completely down, physical devices become the carriers of digital content, as noted by G4: AuIf the internet is difficult, we use digital teaching materials on flash drives that are distributed to Ay Furthermore, teachers maximize personal assets to ensure continuity, as described by G3: AuI save the materials on my laptop so that I can use them anytimeAy.
These statements reveal that technology integration in remote areas is not about sophisticated platforms, but about the flexible mobility of data from Auconnected zonesAy to Audisconnected classrooms.
Ay On the managerial side, schools survive through collective funding and social partnerships to fill the gaps left by limited government budgets.
Informant G3 revealed a touching internal initiative: AuWe pooled our money to buy a modem for the school so that all teachers can access the internetAy.
To manage device scarcity, strict resource sharing is implemented, as stated in G4: AuWe made a laptop borrowing schedule so that all teachers can use them.
Ay Externally, schools actively seek non-monetary support.
Official D2 highlighted the reliance on civil society: AuWe involve educational NGOs to assist with teacher trainingAy.
At the same time.
Principal P2 noted the role of the diaspora: AuWe invited alumni who work in the city to become digital teaching volunteersAy.
These quotes interpretively demonstrate that the digital ecosystem is sustained not by state infrastructure alone, but by a Ausocial safety netAy constructed by teachers, alumni, and NGOs.
Field observations confirmed the widespread implementation of these adaptive strategies.
Researchers observed the extensive use of WhatsApp groups not just for communication but also as a lightweight Learning Management System (LMS), as they require lower bandwidth than platforms like Zoom or Google Classroom.
Additionally, observations showed AuInternal ICT TeamsAyAi informal groups of tech-savvy teachersAirepairing minor hardware issues and managing the rotation of the schoolAos single projector.
The pattern of this data reveals a AuResilient Ecosystem ModelAy: deficiencies in official complex infrastructure are systematically patched by Ausoft infrastructureAy strategiesAi specifically, the creativity of offline teaching methods and the solidarity of communal resource sharing.
Theme 4: Socio-Cultural Anchoring through Local Wisdom and Community Participation The final finding identifies a unique strategy that distinguishes the digital ecosystem in Bone from standard urban models: AuSocio-Cultural Anchoring.
Ay This strategy involves two interconnected mechanisms: the pedagogical integration of local wisdom into digital content to enhance relevance, and the active mobilization of community participation to ensure social ownership.
In the absence of robust physical infrastructure, this approach serves as a Aupsychological glue,Ay preventing Al-Tanzim : Jurnal Manajemen Pendidikan Islam Vol.
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Teachers explicitly use local resources to bridge the gap between abstract digital concepts and studentsAo rural realities.
Instead of using generic digital materials, they contextualize content.
Informant G1 described this creative process: AuI made a science learning video using local plants such as coffee as examplesAy.
Similarly.
Informant G2 utilized the local economy as a learning resource: AuI took examples from the traditional market in the village for my math lessonsAy.
This approach is institutionally supported, as noted by Principal P3: AuWe asked teachers to relate the material to the local culture so that students could understand it more easilyAy.
Beyond mere examples, technology is used as an archiving tool, as described by G3: AuWe created a digital project assignment about the history of the villageAy.
These statements interpretively demonstrate that AulocalizationAy is a strategic pedagogical tool that increases student engagement by making technology feel familiar and relevant to their daily lives.
In parallel with the pedagogical strategy, the sustainability of the ecosystem relies heavily on social capital.
Informants emphasized that without community buy-in, school programs collapse.
Expert A2 highlighted the core mechanism: AuCommunity involvement increases a sense of ownership of the digitization programAy.
This involvement is practical, not just ceremonial.
Official D1 stated: AuWe involve community leaders in school digitization planning meetingsAy, ensuring that decisions align with local values.
Furthermore, the role of parents shifts from passive observers to active motivators, as explained by G4: AuWe always encourage parents to motivate students about the importance of learning technology.
Ay Principal P1 added a longterm perspective: AuThe theme of local wisdom also helps preserve cultural identityAy.
These quotes confirm that the digital ecosystem is sustained by a Ausocial contractAy between the school and the community, creating a protective layer around the program.
Field observations validated the effectiveness of this socio-cultural Researchers observed students enthusiastically recording interviews with village elders using smartphones for their history projectsAian activity that seamlessly blended digital skills with cultural preservation.
Additionally, during a school committee meeting, community leaders were observed actively discussing the security of school computer facilities, indicating a shared responsibility for protecting school assets.
The pattern of this data reveals that Cultural Relevance and Social Inclusion act as the AuSoft InfrastructureAy of the While hard infrastructure (Finding .
provides the access, this sociocultural anchoring provides the acceptance and sustainability, ensuring the digital ecosystem survives in a resource-constrained environment.
Discussion The findings of this study confirm that developing an inclusive digital education ecosystem in remote areas cannot be achieved through a singledimensional approach focused solely on hardware procurement.
Instead, it requires a holistic integration of structural stability, adaptive human capital, collaborative governance, and socio-cultural anchoring.
The following discussion Al-Tanzim: Jurnal Manajemen Pendidikan Islam Vol.
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php/al-tanzim/index analyzes these four critical dimensions in relation to existing theory and prior The Interdependency of Infrastructure: Beyond Access to Reliability The first significant finding regarding the Auchain of dependencyAy between networks, devices, and electricity challenges the simplified narrative of the Audigital Ay This study reveals that in Bone Regency, the barrier is not merely the absence of infrastructure, but its unreliability.
This aligns with the concept of the Audigital peripheryAy described by Adiyono et al.
and Bailey .
, where access exists but is too sporadic to support consistent learning.
The phenomenon of students walking to hills for signals and schools rationing a single laptop illustrates that infrastructure in 3T regions operates on a Auscarcity model.
Ay As emphasized by Abad-Segura et al.
and ElMassah & Mohieldin .
, technology availability is merely a fundamental element.
without supporting strategies, its benefits cannot be maximized.
Furthermore, the critical role of stable electricity found in this study corroborates findings by Nguyen et al.
in Thailand and Nogueira et al.
in Brazil, who argue that energy poverty is often the silent killer of digital education initiatives.
Without addressing this triad simultaneously, providing laptops without stable power or internet is a redundant Bridging the Functional Competency Gap through Contextual Training The second finding highlights a Aufunctional gapAy where students are digitally native in entertainment but illiterate in academics, while teachers possess pedagogical knowledge but lack technical confidence.
TeachersAo digital competencies are identified as the primary determinant of success, a finding consistent with Shafira et al.
However, this study found significant variations in skills due to sporadic training.
This emphasizes the importance of a continuous, needs-based training model with practical mentoring (Matsieli & Mutula, 2024.
Mosa et al.
, 2.
Regarding students.
Ping Lim et al.
add that device ownership is an essential prerequisite, while Ong & Quek .
emphasize that digital literacy needs to be directed toward enhancing student engagement in collaborative and interactive learning This also reflects the limitations of the Auone-size-fits-allAy training model.
Referring to the Technology Acceptance Model (Davis, 1.
, teachersAo resistance in Bone is driven by low Auperceived ease of useAy due to infrastructure volatility.
This supports Jeffry et al.
and Kinas & Nilawati .
, who argue that digital competence is the primary determinant of inclusive education success.
Moreover, the finding that student device ownership does not automatically equate to academic literacy reinforces Karim & Halidin .
and Matthew et al.
Therefore, digital literacy programs in remote areas must shift from generic technical training to Aupedagogical mentorshipAy that builds confidence and functional skills relevant to the local context.
Resilience via Adaptive AoBricolageAo and Collaborative Governance The adaptive strategies identified in this studyAisuch as offline teaching and community fundingAidemonstrate a form of AubricolageAy .
aking do with Al-Tanzim : Jurnal Manajemen Pendidikan Islam Vol.
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Training activities conducted directly at schools, for instance, proved effective in overcoming geographical barriers for teachers (Yusriadi et al.
This validates the argument by Asongu et al.
and Bodrogini et al.
that low-tech solutions are often more effective than high-tech ones in resource-constrained environments.
Furthermore, the reliance on cross-sector synergy compensates for government limitations (Lambey et al.
, 2.
emphasized by Sapiah et al.
and Younie .
, multi-stakeholder partnerships are not optional add-ons but survival mechanisms for schools in frontier regions.
These internal initiatives, such as the formation of IT teams, foster a sense of ownership, which Wang et al.
identify as crucial to the longevity of technological assets.
Also.
Widiastuti .
and Xalxo et al.
warn that the success of such programs depends heavily on the availability of a long-term maintenance plan.
Without a clear mechanism for repair and updates, donated devices risk becoming neglected assets, a challenge observed in this study where schools struggle to maintain equipment once initial funding dries up.
Socio-Cultural Anchoring as the AoSoft InfrastructureAo of Sustainability The most distinct contribution of this study is the finding that local wisdom and community participation act as the Ausoft infrastructureAy of the ecosystem.
Integrating local commodities .
, coffee, market.
into digital content serves as Culturally Responsive Pedagogy, which Usman et al.
argue increases student engagement and relevance.
This strategy transforms technology from a potentially alienating force into a tool for cultural preservation.
Additionally, the active involvement of parents and community leaders creates a Ausocial contractAy that protects the program.
This aligns with Saputra & Hilyatunisa .
and Susiana & Priyatin .
, who emphasize that without social acceptance, technological interventions in rural areas are destined to fail.
Synthesizing these findings, this study proposes a conceptual model (Figure .
for building sustainable digital education ecosystems in remote areas.
Figure 1.
Conceptual Model of Digital Education Ecosystem in Remote Areas Al-Tanzim: Jurnal Manajemen Pendidikan Islam Vol.
10 No.
: 407-420
Available online at https://ejournal.
id/index.
php/al-tanzim/index As illustrated in Figure 1, the model posits that infrastructure acts as the foundation supporting Human Resource Competence.
However, the system only becomes functional through Adaptation Strategies and is sustained by Collaboration and Local Cultural Integration.
This model offers a theoretical correction to techno-centric approaches by placing socio-cultural factors at the center of sustainability.
The implications of this study suggest that policymakers must abandon the Audrop-and-goAy approach to equipment aid.
Integrated infrastructure policies are needed that simultaneously provide internet and renewable energy solutions.
For school practitioners, the AubricolageAy strategyAiusing offline servers and local contentAishould be formalized as a standard operating procedure.
Furthermore, funding schemes must account for the full lifecycle of devices, covering maintenance costs.
Finally, integrating local culture into digital learning is not merely an educational strategy but a social imperative to ensure that digital transformation in IndonesiaAos frontier regions is inclusive, relevant, and CONCLUSION This study concludes that developing an inclusive digital education ecosystem in remote areas requires a fundamental paradigm shift from a technocentric approach to a socio-cultural adaptive model.
The most critical lesson learned is that while physical infrastructure acts as the necessary foundation, the sustainability of the ecosystem is ultimately determined by Ausoft infrastructureAyAi specifically, the integration of local wisdom, collaborative governance, and community ownership, which function as resilience mechanisms against resource Scientifically, this research contributes a AuLocally-Based Digital Ecosystem Model,Ay offering a novel theoretical framework that demonstrates how cultural relevance and AubricolageAy strategies can bridge the gap between structural limitations and educational continuity in frontier regions.
However, this study is limited by its single-case study design within Bone Regency and by the exclusion of perspectives from external infrastructure providers, which may constrain the generalizability of the findings to other Consequently, the results should be interpreted as highly contextual.
Future research is encouraged to expand into longitudinal comparative studies across diverse 3T .
rontier, outermost, underdevelope.
regions to validate the robustness of the proposed model and further explore the quantitative correlation between locally-based digital content and student academic achievement.
ACKNOWLEDGMENT
This research was funded by the Directorate of Research and Community Service (DPPM).
Ministry of Higher Education.
Science, and Technology (Kemdiktisainte.
of the Republic of Indonesia through the BIMA Grant for the 2025 Fiscal Year under the Early Career Lecturer Research (PDP) Scheme.
The authors would like to express their heartfelt gratitude to DPPM and Kemdiktisaintek for funding this research and their ongoing support in advancing research and community service initiatives in higher education.
Al-Tanzim : Jurnal Manajemen Pendidikan Islam Vol.
10 No.
: 407-420
Available online at https://ejournal.
id/index.
php/al-tanzim/index Commented [A.
: The conclusion consists of only 1 or a maximum of 2 paragraphs where the contents will explain.
the most important findings of the research .
essons that can be taken from the research results, .
scientific contributions, .
Limitations that explain the gaps in this research.
Commented [M02R.
: OK Commented [A.
: Make sure again that in the conclusion there must be:
Most important findings: research wisdom .
essons learned from the researc.
Strengths of the paper: scientific contributions Limitations of the research and opportunities for future research Commented [M04R.
: Ok
REFERENCES