<![CDATA[Legal education in Indonesia continues to face a gap between doctrinal legal knowledge and the social realities in which law operates. The dominance of formalistic approaches may produce technically competent graduates while providing limited capacity to identify and respond to structural injustice and unequal access to justice. This article examines how Structural Legal Aid (SLA) can be translated into a curricular and pedagogical framework for Indonesian legal higher education. The study employs a normative-conceptual approach informed by socio-legal and comparative perspectives. It examines legal and conceptual materials concerning legal aid, clinical legal education, legal empowerment, access to justice, critical legal studies, and social justice education, complemented by comparative materials from the United States, South Africa, and Australia. The analysis finds that existing clinical and experiential approaches provide important bridges between legal doctrine and practice but do not necessarily provide a systematic framework for identifying and responding to the structural conditions underlying legal problems. The article argues that SLA can fill this conceptual gap by connecting experiential learning with structural analysis, community engagement, multi-strategy advocacy, and critical reflection. Its contribution lies in translating SLA from a model of legal advocacy into a curricular framework for legal education and in conceptualizing alignment as a reflective legal competency, rather than as ideological instruction. The proposed framework reconfigures legal education by connecting doctrinal learning, socio-legal inquiry, clinical practice, community engagement, and reflective assessment toward substantive justice.]]>
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