<![CDATA[Education planning is a strategic process that is influenced by economic, social, cultural, and political conditions. However, existing studies often examine these dimensions separately, resulting in limited understanding of how they interact within an integrated education planning process. This study aims to identify the contributions of economic, social, cultural, and political perspectives to education planning, analyze the relationships among these dimensions, and formulate a multidisciplinary conceptual framework. This study employed a qualitative approach using the Systematic Literature Review method. Literature was searched through Google Scholar, Directory of Open Access Journals, and Garuda using the keywords “education planning” AND (“economic” OR “social” OR “cultural” OR “political”). The search was limited to publications from 2019 to 2025. From 43 documents initially identified, 25 relevant sources were selected based on predetermined inclusion and exclusion criteria and analyzed using thematic synthesis. The findings indicate that the economic perspective contributes to financing efficiency, resource management, human capital investment, and program sustainability. The social perspective emphasizes participation, collaboration among schools, families, and communities, equity, and social inclusion. The cultural perspective supports contextual relevance, local values, identity, and cultural diversity. The political perspective influences policy direction, regulation, resource distribution, authority, and policy legitimacy. The synthesis demonstrates that these four dimensions are interdependent and should be considered simultaneously in education planning. Therefore, this study proposes the ESBP conceptual framework, integrating economic, social, cultural, and political dimensions to support adaptive, inclusive, contextual, and sustainable education planning.]]>
