<![CDATA[This study examines asset-based school development as a self-directed strategy for improving educational quality in disadvantaged, frontier, and outermost (3T) areas. Using a qualitative case study approach, the research was conducted at three primary schools in the Ambalau District, Sintang Regency. The study explored educational conditions, school assets, and the ways these assets are utilized to support school development. Data were collected through observations, in-depth interviews, and document analysis involving principals, teachers, school supervisors, and representatives of the local education office. The finding reveals that schools continue to face significant challenges in improving educational quality. Although they possess diverse assets, development efforts remain largely focused on physical and financial resources. In addition, deficit-based thinking limits schools’ ability to fully utilize their existing strengths and capacities. While educational issues in 3T regions have been widely studied, research on asset-based school development remains limited. The study recommends adopting an asset-based community development approach through mapping assets, building relationships, mobilizing assets, developing a vision and action plan, and leveraging external resources.]]>
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