Lena Citra Manggalasari, Weni Rosdiana, Yuni Lestari, Pennee Narot, Narong Kiettikunwong
Background/purpose. The sustainability of educational systems in the digital era requires not only technological innovation but also a fundamental restructuring of governance to ensure long-term equity, adaptability, and inclusion. This study examines Indonesia’s educational transition through Belajar.id, the national digital platform introduced under the Merdeka Belajar (“Freedom to Learn”) initiative, which seeks to disrupt hierarchical governance and foster multi-stakeholder co-creation. The study’s main purpose is to explore whether digital platforms like Belajar.id can meaningfully advance sustainable educational transformation or risk reinforcing existing bureaucratic constraints. Materials/methods. This research employs a conceptual analysis approach, integrating theories of network governance, value co-creation, game theory, and trust-building to construct a multidimensional framework. The study synthesizes these perspectives to examine the strategic interactions among administrators, teachers, and policymakers, providing a theoretical lens to assess the opportunities and challenges embedded in Indonesia’s digital educational reforms. Results. The analysis reveals that while Belajar.id has the potential to democratize decision-making, enhance resource distribution, and enable collaborative innovation, its impact is constrained by persistent challenges, including digital inequity, cultural resistance, and fragmented policy implementation. The study highlights how trust dynamics, incentive structures, and cultural adaptation are critical determinants of whether digital reforms catalyze meaningful co-creation or devolve into superficial technological upgrades. Conclusion. The study concludes that sustainable digital educational transformation requires a holistic strategy that aligns governance structures, builds institutional and interpersonal trust, and embeds culturally responsive policies. The Indonesian case offers valuable insights for international audiences seeking to leverage digital innovation to promote equitable and adaptive educational ecosystems. © The Author(s), 2025.
State University of Surabaya (UNESA), Indonesia; State University of Surabaya (UNESA), Indonesia; International and Development Education, Khon Kaen University, Thailand; College of Local Administration, Khon Kaen University, Thailand
