<![CDATA[Higher education plays an important role in improving human resource quality and social mobility. However, participation in higher education among Indonesian high school graduates remains relatively low, particularly in peripheral regions such as South Bangka Regency. This study aimed to explore the role of teachers in fostering Grade XII students’ motivation to pursue public universities. A descriptive qualitative approach was employed involving 14 participants, including principals, homeroom teachers, guidance counselors, and students from senior high schools in South Bangka Regency. Data were collected through semi-structured interviews and analyzed using thematic analysis based on the Miles and Huberman model. The findings revealed that students’ motivation to continue to public universities was generally fragile and unstable. Although many students aspired to pursue higher education, their decisions were often constrained by financial limitations, parental influence, limited access to information, and socio-cultural norms that prioritized immediate employment. Teachers, counselors, principals, and school programs played significant roles in strengthening motivation through encouragement, guidance, and exposure to higher education opportunities. In this context, schools functioned as strategic institutions that helped bridge gaps in information and educational access. The study concludes that increasing higher education participation requires more than financial assistance alone. Strengthening structured career guidance, teacher capacity, parental involvement, digital information access, and collaboration between schools and universities is essential to support students’ transition to higher education, particularly in underserved and peripheral regions.]]>
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