<![CDATA[This article examines how technology-based learning mentoring can enhance the motivation of elementary school students living in disadvantaged regions (daerah tertinggal) in Indonesia. Grounded in Self-Determination Theory, the study conceptualizes motivation as a function of autonomy, competence, and relatedness, and explores how technology-mediated support can address these needs under conditions of infrastructural scarcity and digital divide. Qualitative, literature-based meta-synthesis was employed, drawing on empirical studies of digital learning media, interactive applications, and augmented reality, as well as policy documents on ICT integration in 3T (tertinggal, terpencil, terdepan) schools. Findings indicate that technology-based mentoring, when embedded in relational guidance from teachers and community members, can significantly increase students’ engagement, enjoyment, and persistence in learning, while simultaneously improving conceptual understanding and learning outcomes. Technology functions not only as a delivery medium but as a scaffold for autonomy-supportive, competence-enhancing, and relatedness-building practices. However, limited infrastructure, uneven teacher digital competence, and sustainability challenges may constrain implementation. The article proposes a model of technology-based learning mentoring tailored to 3T contexts and offers practical recommendations for schools, local governments, and teacher-education institutions seeking to leverage digital tools to foster student motivation in disadvantaged elementary settings.]]>
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