<![CDATA[This study examines how school treasurers make meaning of digital financial literacy amid the accelerating digitalization of educational administration in Indonesia. School treasurers occupy a strategic position in the public financial accountability chain within the education sector; yet, an in-depth understanding of how they actively construct, negotiate, and live digital financial literacy in their everyday work routines remains severely limited in existing scholarship. Employing an ethnographic approach over ten months across seven public schools spanning elementary, junior, and senior high levels in Banten and West Java provinces, data were collected through intensive participant observation, in-depth interviews with 21 school treasurers, and analysis of financial administrative documents. Findings reveal that school treasurers' meaning-making of digital financial literacy is multilayered and dynamic: it is simultaneously constructed as a bureaucratic compliance burden, a source of professional identity uncertainty, an instrument of self-empowerment, and a collective practice within solidarity networks among fellow treasurers. This research develops a contextually grounded, agency-based framework for understanding digital financial literacy that transcends the deficit model dominating current training programs, while offering evidence-based policy recommendations for more responsive and sustainable capacity-development programs targeting school treasurers.]]>
