<![CDATA[Rendahnya Angka Partisipasi Kasar pendidikan tinggi di Indonesia menunjukkan masih adanya hambatan akses dan pemerataan layanan pendidikan. Pendidikan Jarak Jauh (PJJ) dipromosikan sebagai strategi diversifikasi pembelajaran untuk memperluas jangkauan pendidikan tinggi. Universitas Padjadjaran mengadopsi kebijakan tersebut melalui model Hybrid-Flexible (Hi-Flex). Namun, implementasi kebijakan ini menimbulkan pertanyaan mengenai kesiapan kelembagaan dan infrastruktur pendukungnya. Penelitian ini bertujuan mengevaluasi kesiapan penyelenggaraan PJJ di Universitas Padjadjaran serta merumuskan rekomendasi penguatan tata kelola pembelajaran jarak jauh. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui studi dokumentasi terhadap regulasi nasional dan kebijakan internal universitas, serta studi komparatif dengan Universitas Terbuka dan Universitas Negeri Surabaya sebagai benchmark. Analisis data dilakukan menggunakan teknik analisis kesenjangan melalui model interaktif Miles, Huberman, dan Sadana dengan kerangka evaluasi kebijakan ex-post menurut Patton et al. Hasil penelitian menunjukkan adanya kesenjangan antara mandat regulasi dan kapasitas implementasi, yang ditandai dengan belum terlembagakannya Unit Sumber Belajar Jarak Jauh, keterbatasan kompetensi digital sumber daya manusia, serta belum optimalnya keandalan infrastruktur pembelajaran daring. Kondisi tersebut berimplikasi pada belum optimalnya efektivitas penyelenggaraan model Hi-Flex. Penelitian merekomendasikan penguatan tata kelola PJJ melalui pembentukan unit pengelola terpusat, pengembangan kapasitas digital dosen dan tenaga kependidikan secara sistematis, serta peningkatan keandalan infrastruktur teknologi pembelajaran guna menjamin mutu dan keberlanjutan penyelenggaraan PJJ. The low Gross Enrollment Ratio in Indonesian higher education indicates persistent barriers to access and equity in educational services. Distance Education (PJJ) has been promoted as a strategic approach to expanding higher education accessibility. Universitas Padjadjaran adopted this policy through the Hybrid-Flexible (Hi-Flex) learning model. However, the implementation of this policy raises concerns regarding institutional and infrastructure readiness. This study aims to evaluate the readiness of distance education implementation at Universitas Padjadjaran and to formulate recommendations for strengthening adaptive governance in distance learning. This research employs a qualitative approach with a case study design. Data were collected through document analysis of national regulations and internal university policies, as well as comparative studies with Universitas Terbuka and Universitas Negeri Surabaya as institutional benchmarks. Data analysis was conducted using gap analysis through the interactive model of Miles, Huberman, and Sadana, guided by the ex-post policy evaluation framework proposed by Patton et al. The findings reveal a discrepancy between regulatory mandates and implementation capacity, characterized by the absence of an institutionalized Distance Learning Support Unit, limited digital competence among academic staff, and suboptimal reliability of online learning infrastructure. These conditions affect the effectiveness and sustainability of the Hi-Flex learning model. This study recommends strengthening distance education governance through the establishment of a centralized support unit, systematic digital capacity development for academic personnel, and enhancement of technological infrastructure reliability to ensure the quality and sustainability of distance education delivery. ]]>
