Implementation Of Riau Governor's Regulation Policy Number 33 Of 2018 Concerning Education For Sustainable Development (ESD)  In Pekanbaru City

Sri Ruti Wahyuni; Zaili Rusli; Harapan Tua; Hasim As'ari

doi:10.36378/internationalconferenceuniks.v3i1.5304

Sri Ruti Wahyuni Universitas Riau
Zaili Rusli Universitas Riau
Harapan Tua Universitas Riau
Hasim As'ari Universitas Riau

DOI: https://doi.org/10.36378/internationalconferenceuniks.v3i1.5304

Keywords: Education for Sustainable Development, Policy Implementation, Local Governance, Sustainable Development, Pekanbaru City

Abstract

Education for Sustainable Development (ESD) is internationally recognized as a strategic instrument for promoting sustainable development by integrating environmental, social, and economic dimensions into educational processes. In Indonesia, the commitment to ESD has been institutionalized at the regional level through Governor Regulation of Riau Province Number 33 of 2018 concerning Education for Sustainable Development. However, empirical evidence regarding how this regulation is implemented at the local level remains limited. This study aims to analyze the implementation of the regulation in Pekanbaru City, focusing on policy communication, institutional capacity, integration of ESD into educational practices, and monitoring and evaluation mechanisms. This study employed a qualitative descriptive approach with a case study design. Data were collected through semi-structured interviews with government officials, school principals, teachers, university representatives, non-governmental organizations, and community leaders, supported by document analysis and non-participant observation. The data were analyzed using an interactive thematic analysis model consisting of data condensation, data display, and conclusion drawing. The findings reveal that although the ESD policy has been formally disseminated among government institutions, stakeholder understanding at the school and community levels remains uneven. ESD is predominantly interpreted as environmental education, while its social and economic dimensions receive limited attention. Institutional capacity constraints, including the lack of trained teachers, limited technical guidelines, and the absence of dedicated funding, significantly hinder effective implementation. Furthermore, ESD integration mainly occurs through extracurricular activities and school culture initiatives, rather than through systematic curriculum integration. The study also identifies the absence of specific monitoring and evaluation instruments for assessing ESD outcomes, which weakens policy accountability and continuous improvement. This study concludes that the implementation of Governor Regulation Number 33 of 2018 in Pekanbaru City is still at an early stage of institutionalization and has not yet produced comprehensive systemic change. Strengthening operational guidelines, capacity-building programs, curriculum integration, and evaluation frameworks is essential to enhance the effectiveness of ESD as a governance instrument for sustainable urban development. This research contributes to the literature by providing empirical insights into local-level ESD policy implementation and by positioning ESD as a critical component of sustainable development governance

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