This study interrogates the limited integration of culturally grounded ethics within dominant models of school facility management, which remain largely technocratic and efficiency-driven. Addressing this gap, the research examines how strategic management can be reconfigured through the Tri Hita Karana framework to produce not only operational effectiveness but also ethical and ecological coherence in educational institutions. Focusing on SMP Negeri 11 Denpasar, the study employs a qualitative case study design to analyze the planning, implementation, and evaluation processes involving school leaders, teachers, staff, and students. Data were generated through in-depth interviews, participant observation, and analysis of institutional planning documents (RKS, RKAS, and digital inventory systems). The findings demonstrate that strategic management becomes substantively transformative rather than merely procedural when embedded within the relational principles of parhyangan (spiritual alignment), pawongan (social cohesion), and palemahan (environmental stewardship). Instead of functioning solely as an administrative control mechanism, facility management operates as a value-mediated governance practice that structures ethical decision-making, participatory accountability, and ecological responsibility. This repositioning shifts facility optimization from a resource-utilization paradigm toward a culturally embedded sustainability model. The study advances theory by proposing Value-Based Strategic Facility Management (VBSFM) as an integrative conceptual framework that bridges strategic management theory and indigenous philosophy in educational governance. By articulating how local wisdom restructures managerial rationality, this research moves beyond descriptive reporting toward a normative–theoretical argument: that sustainable school infrastructure management requires epistemic integration between strategic logic and culturally embedded value systems. The model offers a transferable analytical lens for examining culturally responsive governance in diverse educational contexts.
Rusitayanti et al. (Sun,) studied this question.