<![CDATA[The blue economy has become the dominant regional framing for reconciling ocean-based economic growth with marine sustainability across Southeast Asia, yet ASEAN member states have adopted this framing at markedly different institutional speeds, and no comparative account has yet examined what these differences mean for how individual maritime higher-education institutions should translate blue economy policy into curriculum and community engagement. This study conducts a comparative desk-based policy review of blue economy frameworks at the regional (ASEAN), and two national (Indonesia, Philippines) levels, applying a four-dimension comparative matrix covering governance structure, legal-institutional formalisation, education-policy linkage, and community-empowerment provision. Document analysis of the ASEAN Blue Economy Framework, its associated 2026–2030 Implementation Plan, Indonesia's blue economy policy landscape, and the Philippines' 2024 Blue Economy Act indicates that the Philippines has achieved the region's most advanced legal-institutional formalisation through statute and a dedicated coordinating council, while Indonesia possesses the region's largest blue economy value base but a comparatively less formalised national legal instrument, and ASEAN's own regional framework functions as a coordinating rather than binding mechanism across both. All three levels share a common and largely unaddressed weakness: none specifies a direct, operational linkage between blue economy policy and maritime higher-education curriculum design. The review offers Indonesian maritime institutions a specific, comparatively informed basis for advocating clearer national education-policy linkage mechanisms.]]>
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