Analysis of the Capacity of the Regional Government of Mahakam Ulu Regency in Realizing Environmentally Sound Education in Border Areas or 3T (Disadvantaged, Frontier, Outermost)

Abstract

Environmental-oriented education is essential for achieving sustainable development, yet its implementation in Indonesia's disadvantaged, frontier, and outermost (3T) regions remains constrained. This study examines the capacity of the Mahakam Ulu Regency Government to promote environmental-oriented education using Morgan's (2006) organizational capacity framework, which includes management systems, organizational structure, human resources, external relations and networks, and institutional culture. A descriptive qualitative approach was applied through semi-structured interviews, field observations, and document analysis, with data analyzed using the Miles and Huberman interactive model. The findings indicate that local government capacity remains inadequate across all dimensions. Major challenges include the absence of local regulations on environmental education, weak planning and budgeting mechanisms, limited educator competencies, insufficient cross-sectoral collaboration, and the weak institutionalization of sustainability values. The lack of a local regulatory framework emerged as the key factor affecting overall organizational capacity. Despite these constraints, Mahakam Ulu has significant potential to strengthen environmental-oriented education by integrating Dayak local wisdom, particularly the Tana' Ulen conservation tradition, into educational practices. Strengthening local regulations, human resource capacity, collaborative governance, and local wisdom integration is therefore essential to advancing sustainable education in 3T and border regions.