Education Zoning and Learning System Transformation in The Society 5.0 Era: Strategies for Achieving Equitable and Fair Educational Access

Abstract

Education serves as a fundamental pillar for sustainable development and societal advancement. In Indonesia, the education zoning policy—introduced to reduce inequality and eliminate the “favorite school” stigma—was expected to promote equal access. However, implementation challenges persist, particularly regarding disparities in infrastructure and school quality. This article examines the dynamics of Indonesia’s education zoning policy within the broader context of Sustainable Development Goal 4 (Quality Education) and the rapid sociotechnical shifts of the Society 5.0 era. Using a descriptive qualitative approach through literature analysis, this study identifies three essential themes: the zoning system as a contested effort toward equality, the challenges and opportunities emerging in the Society 5.0 context, and the strategic role of youth as agents of change in transforming educational equity. Findings show that education zoning has the potential to improve access, but gaps in resource distribution, technology integration, and school quality require deeper reform. Moreover, youth involvement, powered by digital literacy and innovation, emerges as a crucial force in ensuring inclusive and adaptive educational transformation. Overall, the integration of policy reform, technological advancement, and youth participation is vital to achieving equitable and human-centered education in the Society 5.0 era.