Page 97 - Demo

1st Int. Transborder Conf. of the Timor Island: Timor %u2013 Science without borderDili, 7-8 May 202596Education As A Strategic Instrument of Sovereignty: Analyzing Indonesia%u2019s Border Presence With Timor-Leste through Asta Cita VisionMelinda R. Radja1*, Petrus Ly1, Chatryen Dju Bire2, Yossie M.Y. Jacob2and Thomas K. Masi11Pancasila and Civic Education Study Programme, Faculty of Teacher Training and Education, Universitas Nusa Cendana, Kupang, Indonesia2Faculty of Law, Universitas Nusa Cendana, Kupang, Indonesia*Corresponding author: melinda.raturadja@staf.undana.ac.idAbstractBorder regions are more than peripheral spaces; they are strategic socio-political frontlines that represent a nation's presence, authority, and responsibility toward its citizens. The Indonesia%u2013Timor-Leste border has long faced challenges such as developmental imbalances, limited government visibility, and weak national integration. In this context, education emerges not only as a fundamental right but also as a strategic instrument for reinforcing sovereignty and cultivating national identity. Aligned with President Prabowo Subianto%u2019s Asta Cita vision%u2014particularly the third goal of ensuring national security and state presence, and the fifth goal of promoting public welfare through equitable development%u2014education serves a dual function: promoting unity and supporting national defense. This research investigates the role of education in asserting state sovereignty in Indonesia%u2019s border regions with Timor-Leste and examines how current policies align with and advance the Asta Cita framework. Using a qualitative case study approach, the research focuses on primary schools in Belu District and neighboring districts. Data collection involved field observations, semi-structured interviews with educators, community leaders, and policymakers, as well as analysis of policy documents, literature, and education budget allocations. Findings indicate that the presence of educational institutions significantly strengthens state integration, reduces cross-border dependencies, and enhances public trust in the central government. Nevertheless, challenges remain, including uneven teacher distribution, inadequate infrastructure, and the absence of localized curricula. Encouragingly, recent policy developments show stronger alignment with Asta Cita, especially in integrating civic values and expanding equitable access through border education initiatives. In conclusion, education in border regions must be viewed not merely as a social service, but as a strategic pillar of national sovereignty. Educational reforms focused on border areas and grounded in the Asta Cita vision offer a sustainable model for reinforcing Indonesia%u2019s presence and fostering long-term peace and resilience along its frontier with Timor-Leste.Keywords: Border education, state sovereignty, Asta Cita, national integration, civic nationalism, educational infrastructure.