<![CDATA[Education plays a strategic role in empowering communities to achieve a more advanced and competitive quality of life. However, indigenous communities are often perceived as being less receptive to formal education, particularly at the higher education level. This study aims to analyze the forms of openness among indigenous communities toward higher education and to explore how traditional cultural values are maintained throughout this process. This study employed a descriptive qualitative approach using the field trip method. Data were collected through field observations and in-depth interviews with four informants, consisting of indigenous leaders and community representatives. The data were analyzed interactively through data reduction, data display, and conclusion drawing by relating the field findings to relevant theories and previous studies. The findings identified five major themes: (1) the reinforcement of traditional values in children's education; (2) aspirations to pursue higher education; (3) education does not diminish cultural identity; (4) the adaptation of education to support cultural preservation; and (5) economic factors as the primary barrier to educational access. The study concludes that indigenous communities' openness toward education represents a form of adaptation that remains firmly rooted in cultural values. The findings further imply that local wisdom-based education can serve as an effective strategy for expanding educational access while strengthening cultural preservation, providing a valuable reference for developing educational policies and practices that are more contextual, inclusive, and sustainable.]]>
