<![CDATA[The Campus Teaching Program (Kampus Mengajar) is one of the flagship policies under Merdeka Belajar Kampus Merdeka (MBKM), positioning university students as partners of primary schools in strengthening literacy, numeracy, and technology adaptation. As a centrally designed policy implemented within education units whose authority has been devolved to local governments, the program engages a cross-institutional network of actors with differing interests and capacities, creating potential coordination gaps if not managed through proper stakeholder mapping. This article aims to map stakeholders involved in the implementation of Campus Teaching Program Batch 7 (2024) at SD Negeri 2 Bathin Solapan, Bengkalis Regency, covering actor identification, roles, interests, and engagement strategies. A qualitative descriptive method was employed, with data gathered through in-depth interviews with twelve key informants, participatory observation, and document review, then analyzed using the Miles and Huberman interactive model. Findings reveal fourteen actors involved, ranging from the Ministry of Education, the Riau Provincial Education Quality Assurance Institute (BPMP), the Bengkalis District Education Office, and sub-district coordinators on the policy track, to school principals, mentor teachers, classroom teachers, students, university students, field supervisors, school committees, parents, and the community on the operational track. Formal power is concentrated along the central-local bureaucratic line, while the highest operational urgency lies with actors who interact daily at the school, producing a characteristic power-urgency gap in tiered education policy implementation. Identified engagement constraints include limited BPMP supervisory reach, layered district-level bureaucracy, the absence of regular coordination forums, and internet infrastructure limitations restricting online communication. The study recommends strengthening scheduled coordination forums, equitable socialization of student roles to all school elements, and adapting engagement strategies to local geographic and infrastructural conditions.]]>
