This article explores how schools in Finland and Indonesia adapt to educational reform, emphasizing the role of local actors, including principals, teachers, and municipal providers, in responding to national policy changes. Using a comparative literature review, it highlights Finland's focus on student wellbeing, trust-based governance, and teacher professionalism as core drivers of reform success. In contrast, Indonesia faces challenges, including unequal access, varied teacher qualifications, and infrastructure gaps. The findings reveal that successful reform depends not only on policy design but also on schools’ adaptive strategies. Finland's experience offers valuable insights for shaping more responsive reforms in Indonesia.
Listyono et al. (Thu,) studied this question.