This study examined the integration of culturally responsive teaching (CRT) and education for sustainable development (ESD) in Indonesian elementary schools, addressing the gap between pedagogical theory and classroom practice. A sequential mixed-methods design collected data from 200 teachers through surveys and 30 follow-up interviews. Results revealed a paradox while 87% of teachers recognized CRT-ESD's value in enhancing student engagement and relevance, only 49% felt confident implementing it. Key barriers included systemic challenges, such as inadequate training (72%), rigid curricula (68%), and resource shortages (59%) alongside disparities in institutional support (36% administrative backing) and subject-specific feasibility (72% found integration easier in humanities than STEM). Despite these obstacles, teachers demonstrated grassroots innovations, including cultural storytelling (32%), community projects (28%), and stealth integration of CRT-ESD into STEM (39%), such as using traditional irrigation systems to teach mathematics. A strong relationship emerged between teaching experience and implementation readiness with veteran teachers showing greater adaptability (r = 0.51 and p < 0.001). The study highlights the urban and rural digital divide with 68% of teachers in urban areas utilizing digital tools compared to only 15% in rural areas. These findings underscore the need for policy reforms mandating CRT-ESD in national curricula, differentiated professional development, and equitable resource distribution.
Windiyani et al. (2025) studied this question.