Home Education as an Alternative Education to Realise Sustainable
Development in Indonesia
Supriadi Torro, Darman Manda, Daniel and Dyan Paramitha Darmayanti
Universitas Negeri Makassar, Indoneisa
Keywords: Home Education, Sustainable Development, Environmental Awareness.
Abstract: This research explores the role of home education in supporting sustainable development, particularly in
Indonesia. In recent years, there has been increasing attention to home education, especially because of its
flexible approach and relevance to global challenges such as environmental sustainability and social equality.
Through qualitative methods and a phenomenological approach, this study collected data from seven families
who actively run home education in various regions, such as Salatiga, Solo, Padang, Makassar, Surabaya and
Jakarta. The results show that home education plays an important role in developing children's critical thinking
skills, creativity and social awareness through more personalized and contextualized learning. In addition,
home education allows children to learn about sustainability issues in a supportive atmosphere, with hands-
on practices such as gardening, recycling and wise resource management. Parents play a central role in
instilling sustainability values through daily activities, shaping a generation that is more environmentally
sensitive and socially responsible. This study suggests the need for stronger policy support for home education
and better access to educational resources, and opens up opportunities for further research to explore the
integration of home education with local communities to strengthen its impact on sustainable development.
1 INTRODUCTION
In recent decades, there has been increasing attention
to home education or home schooling, mainly due to
the increasingly complex educational challenges in
the era of globalization and the urgent need for
sustainable development (Kopnina, 2020; Leal Filho
et al., 2009; Wals, 2012) . Although often used
interchangeably, the two terms have important
differences. Home schooling generally refers to a
model of formal education moved to the home
environment, where parents or tutors run a curriculum
similar to a conventional school (Baidi, 2019;
Kunzman & Gaither, 2013; Martin-Chang et al.,
2011; Murphy, 2014). In other words, home
schooling retains the structure, curriculum and
methods that approximate the formal education
system (Ballantine et al., 2021; Heise, 2017; Kim,
2016). In contrast, home education offers a more
flexible approach, where parents are free to customize.
the learning process according to family values,
children's interests and the specific needs of each
individual without following a strict curriculum
framework.
In Indonesia, the home education approach
actually has a strong legal basis through Law No.
20/2003 on the National Education System, which
recognizes the existence of informal education
pathways. This education provides an opportunity for
families to play an active role in children's education
in a way that is not too tied to the formal curriculum,
so that children can learn through direct interaction
with family and the surrounding environment. This
informal education approach is highly relevant,
especially when it comes to instilling values that are
difficult to accommodate in a formal education
system that often focuses on academic achievement
alone. In this context, home education is not just an
alternative to formal school education, but a model
that allows children to develop themselves as a whole
in terms of academics, character, and social and
environmental values.
Recent studies have shown that home education
offers significant opportunities to support sustainable
development, particularly by creating spaces for
children to learn about sustainability issues in an
environment that is familiar and relevant to their daily
lives (Annan-Diab & Molinari, 2017; Laurie et al.,
2016). In a study by Siraj-Blatchford, Smith, and
Samuelsson (Siraj Blatchford & Huggins, 2015) titled
566
Torro, S., Manda, D., Daniel, and Darmayanti, D. P.
Home Education as an Alternative Education to Realise Sustainable Development in Indonesia.
DOI: 10.5220/0013407600004654
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 566-573
ISBN: 978-989-758-752-8
Proceedings Copyright © 2025 by SCITEPRESS – Science and Technology Publications, Lda.

Education for Sustainable Development in the Early
Years, it was found that educationfor sustainability
(ESD) is highly effective if it starts at an early age,
especially if it takes place in an environment that
allows hands-on learning such as the home or
community. They found that children who are
exposed to the concept of sustainability in a more
personalized and purposeful environment - for
example by involving them in environmental
maintenance activities at home - tend to have higher
environmental awareness and a deeper understanding
of social and ecological responsibility. With more
intense interaction between parents and children in
home education, these sustainability values can be
transmitted more effectively, shaping children's
sustainability-oriented mindsets from an early age.
Furthermore, home education allows families to
instill sustainability values in accordance with the
specific culture, traditions and conditions that exist
within the household environment. This is supported
by Agbedahin's (Agbedahin, 2019) view in his study
on Education for Sustainable Development and the
2030 Agenda for Sustainable Development, which
states that the flexibility of the curriculum and its
relevance to daily life are important keys in building
a generation that is aware of sustainability.
Agbedahin emphasizes that effective education in
building sustainability awareness does not only
happen in formal classrooms, but in environments
that enable contextual learning. Home education
provides this unique opportunity, as it allows families
to teach various sustainability issues by engaging
children in practical activities at home, such as
recycling, energy saving, and wise utilization of
natural resources. In this process, children not only
understand academic concepts of sustainability, but
also gain hands-on experience in applying
sustainability principles in their daily lives
(Agbedahin, 2019).
Despite its great potential, home education also
faces significant challenges. One of them is the lack
of policy support from the government, as well as
limited access to educational resources that can help
families implement this approach optimally.
Inaddition, the social stigma that is often attached to
families who choose the home education route is also
a barrier. (Agbedahin, 2019; Caiado et al., 2018;
Chankseliani & McCowan, 2021) highlights that
while home education has great potential to support
sustainable development, structural and social
challenges often hinder its effectiveness. Morton
notes the importance of policy support and changing
societal views to support families who choose this
pathway (Carrico et al., 2019; Wise et al., 2014). This
article aims to explore the contribution of home
education to sustainable development by identifying
the best practices that have been implemented in
various families, the challenges faced and the long-
term impact on individuals and society. By further
understanding how the link between education and
sustainability can be created in the context of
informal education, it is hoped that this article can
offer more effective and applicable strategies for
families who want to educate their children with
sustainability values. Ultimately, it is hoped that these
strategies will help shape a future generation that is
not only educated, but also has a strong commitment
to maintaining social and environmental
sustainability, a commitment that is crucial for the
future of our planet which is increasingly threatened
by various global challenges.
2 METHOD
This research uses a qualitative approach with a
phenomenological method to explore the experiences
and views of families who run home education in the
framework of sustainable development. The
phenomenological method was chosen because it is
effective in exploring the deep meaning of the
informants' direct experiences, which cannot be fully
explained by quantitative data alone.
The data collection stage began with a
comprehensive literature review. This review aimed
to obtain a solid theoretical foundation and contextual
understanding of home education and sustainability
values. The literature analyzed included journal
articles, books and other relevant research
documents, which provided a broad perspective and
also identified gaps in previous research. Thus, this
literature review not only built the theoretical
framework but also served as the basis for
formulating the research focus. The main data in this
study were collected through in-depth interviews with
each of the seven families at each research location,
namely: Salatiga, Solo, Padang, Makassar, Surabaya
and Jakarta. To get the right informants, this study
used snowball sampling technique, where the
searchthe informants started from one family who had
home education experience. These families then
provide recommendations for contacting other
families who share similar practices and values. To
reflect broader conditions or views, it is important to
expand the number of participants by inviting more
families from various social, economic and cultural
backgrounds. This snowballing technique allows
greater access to relevant informants, so that the
Home Education as an Alternative Education to Realise Sustainable Development in Indonesia
567

perspectives obtained are richer and cover a variety of
contexts.
The data analysis process was carried out by
identifying key themes that emerged from interviews
with all participants. Each interview was recorded
and categorized by theme to see patterns and
relationships between emerging concepts. This
thematic analysis helps understand how each family
interprets and implements home education in the
context of sustainability.
This approach not only yields deeper insights into
the experience and meaning of education at home, but
also makes an important contribution to academic
discourse regarding informal education and
sustainable development in Indonesia.
3 RESULT AND DISCUSSION
3.1 The Role of Home Education for
Educational Progress
The results of this study show that home education
has a significant role in shaping children's critical
thinking, analytical power and creativity. Through
learning in the home environment, children gain a
much more personalized learning experience that
suits their individual needs, interests and learning
rhythms.
One informant from Solo, who has been
practicing home education for five years, mentioned
that this method gives her children the space to learn
without pressure. “They can explore topics they like
for longer, without having to worry about bells
ringing or strict schedules,” she said. The flexible
home environment allows children to learn deeply
and ask more critical questions, as well as engage in
intensive discussions with family or teachers, so that
they do not simply receive information in a one-way
manner as is commonly the case in formal schools.
The research also found that home education opens
up opportunities for children to explore learning
methods that are most effective for them, something
that is rarely found in the conventional education
system. For example, an informant from Padang
mentioned that she and her family have the freedom
to adjust their learning time based on their children's
mental and physical readiness. “We can choose the
optimal learning time for them, especially when they
are in their prime,” she explained. This freedom
allows children to better understand their own
learning styles and build independent studyhabits.
(Vincent, 2017) study supports this, stating that home
education gives children the opportunity to take
initiative in their learning process, where they can
experiment with different ways of learning until they
find the most suitable method. A mother from
Surabaya also added that this flexibility teaches her
children discipline and responsibility for their time
and tasks, which later becomes an important
provision for their personal development.
In addition to supporting a more personalized and
flexible learning process, home education also plays
a big role in children's character building. In
interviews, many parents mentioned that the home
environment provides more opportunities to instill
ethical and moral values. An informant from Jakarta
explained, “We can directly give examples in daily
life about discipline, honesty and responsibility.
Children learn not just from theory, but from seeing
what their parents do.” With direct supervision and
guidance from parents, children can internalize
positive values more strongly, such as empathy,
cooperation, and a caring attitude towards others.
(Suizzo et al., 2014) notes that in home-based
education, parents play an important role in shaping
children's behavior, as they can direct children
directly according to the principles held by the family.
Moreover, home education provides greater
opportunities for children to engage in experiential
learning, which is often difficult in formal school
settings. Some of the families informing this research
shared their experiences in practicing the concept of
sustainability directly in their daily lives. One family
from Makassar, for example, runs a gardening project
with their children in their backyard. The children not
only learn about plant biology, but also gain an
understanding of the importance of protecting nature
and environmental sustainability. “Children are more
appreciative of nature because they are involved in
planting, caring for, and harvesting the produce. They
are also more aware not to litter,” says the mother of
the family. Projects like these teach children about
ecological responsibility, which would be difficult to
achieve in a more limited school setting.
In the context of sustainability, home education
also opens up space for children to develop a deeper
understanding of the social and environmental
impacts of their daily actions. A father from Salatiga
revealed that his family has a habit of discussing
social issues such as social justice, diversity and
sustainability over dinner.“We often talk about how
small actions we take, such as using recycled goods
or not buying excessive items, can have an impact on
the environment,” he explains. This habit leads
children to think critically about the impact of their
own actions and the importance of making sustainable
choices. According to (Rieckmann, 2018) education
ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science
568

that involves discussions like this helps children
develop a deeper understanding of the
interconnections between their actions and the world
around them, building a responsible attitude that will
be useful in the future.
Home education also allows for the integration of
sustainability values directly into the daily
curriculum. One family in Jakarta even implemented
the concept of zero waste in their daily lives as part of
their children's learning process. “We involve the
children in household waste management, teaching
them about recycling, composting, and how to
minimize plastic waste,” explains the mother. In this
way, the children not only learn theory but are directly
involved in practices that support environmental
sustainability. This shapes children into
environmentally conscious individuals from an early
age and encourages them to actively participate in
preserving nature. Then besides that if taken from the
perspective between how the level of education and
the perspective of parents have a significant influence
on the success of education at home because they
determine the extent to which parents are able to
support children's learning. Parents with higher levels
of education tend to have better knowledge of subject
matter, teaching methods, and the importance of
education, so they are more effective in guiding
children. Their perspectives on education, such as
views on the importance of creativity, independent
learning, or academic values, also shape their
approach to educating children. Conversely, parents
with low education may face limitations in
understanding the curriculum or providing adequate
learning support. However, a positive perspective and
motivation to improve children's opportunities can
still be important supporting factors, especially if they
try to find additional resources or involve children in
learning experiences based on family values.
Beyond the educational and sustainability aspects,
home education also serves as a means to develop
essential social skills. Despite learning at home, some
families organize meeting sessions with other
families who also run home education to share
experiences and organize activities together. In these
meetings, children have the opportunity to socialize
and collaborate with other children, learn to work in
teams and build communication skills. “We often
have weekly meetings in the city park with other
families, where children can play and learn together,”
explains a mother from Surabaya. These gatherings
enrich children's learning experiences, allowing them
to develop social skills that are often seen as a
drawback of home education.
Then in the concept of Indonesian cultural and
social norms play an important role in shaping the
implementation and outcomes of education at home
because they determine the values, habits, and
expectations held by the family. In Indonesian
culture, norms such as respect for parents, mutual
cooperation, and kinship are the foundation for
educating children. Parents tend to prioritize
character and moral formation based on religious
values and local traditions. However, this approach
can also be influenced by various challenges, such as
social changes due to globalization and urbanization,
which can cause a shift in traditional values. In
addition, social norms that emphasize hierarchy often
make children less free to think critically, which can
affect educational outcomes. By combining positive
cultural norms with a modern educational approach,
Indonesian families can create a holistic learning
environment that is relevant to the needs of the times.
Overall, home education offers a unique and
comprehensive approach, allowing children to learn
more than just academic material. With flexible
learning methods, personalized contexts and
sustainability values directly instilled, children
become not only independent learners but also
critical, creative and responsible individuals. They
grow up with a broader understanding of the world
around them, as well as an awareness of their role in
maintaining the sustainability of the environment and
society. With all these advantages, home education is
not only an alternative to formal education, but can
also be considered as an important tool in building a
more resilient, caring and committed generation for
positive change.
3.2 The Role of Home Education in
Realizing Sustainable Development
Home education plays an important role in promoting
sustainable development by fostering environmental
awareness, social responsibility and community
involvement at an early age.
In this flexible educational environment, children
have the opportunity to learn the values of
togetherness and develop a deeper understanding of
relevant global issues. An informant from Solo, for
example, explained that her children often engage in
recycling projects at home, such as using used
materials to make crafts. “We teach them to think
about the impact of every object they use, so they
realize that waste has value if we are willing to
process it,” she said. Such experiences not only
introduce children to sustainable practices but also
help shape positive attitudes toward the environment.
Likewise, an informant from Salatiga said that
Home Education as an Alternative Education to Realise Sustainable Development in Indonesia
569

“reinforcing good behavior in children, usually
through good behavior from parents, being an
example and enforcing discipline. What has been
agreed upon with the child must be carried out. Not
making promises that cannot be carried out and not
delivering something that cannot be realized." In line
with that, informants from Padang said that "The
formation of children's morals requires parental
consistency. Once an act is declared wrong, then the
act must continue to be realized as wrong. If there is
no consistency, not only is the effort to form morals
threatened to fail, but the child will also be confused
and have no clear direction." This is also different
from each region that was used as a research location,
such as informants from Makassar and Surabaya who
both said that "their families provide reinforcement of
children's morality, preceded by the application of
discipline to children's behavior. In addition, we are
also an example for children, doing it first before
asking children to do it. When we ask children to
pray, we have shown them the clothes for prayer, so
that it can be done in congregation" in line with that,
one informant in Jakarta said that "from his
experience seeing homeschooling families in other
areas, he wanted to follow in those footsteps and later
his children would have strong characters."
One concrete example of a strategy for integrating
home education with the local community is through
community-based learning group programs. For
example, families can join a local community that
provides additional classes or educational activities,
such as reading together at the village library or skills
workshops. In this program, parents and children can
learn together, share knowledge, and access resources
that may not be available at home. In addition, the
community can involve local experts, such as
teachers or professionals, to provide direct guidance,
thereby strengthening the quality of education at
home. This strategy also strengthens social
relationships between community members, creating
a collaborative and supportive learning environment.
In the context of home education, parents have an
important role in instilling an understanding of
climate change, efficient use of resources, and the
importance of protecting the environment through
practical daily activities. A study by (Acevedo, 2019)
shows that learning based on hands-on experiences-
such as gardening, recycling or keeping the home
environment clean-helps children understand the
direct impact of their actions on the environment. An
informant from Makassar stated, “Our children take
care of the plants in our backyard, from sowing the
seeds to taking care of them. They get to know how
the plants grow, and learn patience in taking care of
them.” Such practices allow children to learn that
nature needs attention and care, which in turn
promotes their awareness of the importance of
environmental sustainability.
Socioeconomic status influences a family's ability
to implement effective home education because it is
related to access to resources, time, and the level of
parental education. Families with higher
socioeconomic status tend to have better access to
educational facilities, learning materials, and
environments that support child development. In
contrast, families with lower socioeconomic status
may face time constraints due to work or lack of
knowledge about effective educational methods.
According to Coleman (1966), family resources,
including educational level and
In addition to providing a relevant knowledge
base, home education also contributes to the
formation of children's characters who are
responsible and empathetic towards their social
environment. (Anderson & Strecker, 2012)
emphasizes that when children understand the
importance of sustainable development, they will be
better equipped to be part of the solution in society,
helping to create a better future. In an interview, a
mother from Surabaya shared how she and her
husband try to instill the values of responsibility and
empathy through daily activities at home. “We teach
them not to take more than they need, whether it's
food or other items. Small things like this can build a
wiser life habit,” she explains. This method has
proven effective in shaping children who are caring,
sensitive and have a high sense of responsibility
towards their environment.In terms of education
equity, home education is also a means of supporting
equal access to education, especially for families in
remote areas or those with physical and social
limitations. (Rushton & Larkin, 2001) notes that
home education allows children to learn in an
environment more suited to their own needs and
rhythms, so they can learn more optimally. Some
families in rural areas interviewed revealed that home
education is a solution to the limited educational
facilities around them. A father from Padang
explained that his children can study in peace without
having to travel far every day to attend school. “We
provide materials from the internet and books that we
have at home, and the children can still learn even
though they are far from school facilities,” he said.
This approach helps to reduce inequality in access to
education, giving every child the opportunity to grow
and learn in a more purposeful and personalized way.
Home education also encourages the active
involvement of parents and community members in
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570

the education process. This involvement not only
strengthens family ties but also increases community
awareness of relevant local and global issues
(Kunzman & Gaither, 2013). An informant from
Salatiga mentioned that home education groups in her
city often organize community meetings to share
educational experiences and resources. “We often
gather with other families who also teach at home.
From there, the children can make friends and learn
together, while we, the parents, share creative ways to
teach various topics,” she said. This builds a solid
network among families, enables collaboration in
developing sustainable value-based education
programs, and increases social support among
community members.
In addition, the flexibility of home education
allows for adaptation to different learning styles, so
that each child can develop their full potential. This
environment creates a more responsive and inclusive
learning space that adapts to each child's individual
uniqueness. In an interview, a mother in Jakarta
explained that her children tend to be more
comfortable learning through visual methods and
practical projects. “We often use pictures, videos and
crafts in the learning process, because that's what
works best for them,” she explained. This
In scope of how The role of technology in home
education is very important in facilitating access to
wider learning materials, enabling distance learning, and
supporting more interactive and flexible learning
methods. In the digital era, technologies such as
educational apps, online learning platforms, and online
resources help children to learn independently, enrich
the learning experience, and overcome limitations that
may exist in the home environment. It also allows
parents to monitor their children's progress and provide
support that is more tailored to their individual needs.
Comparative studies with other countries show
variations in the implementation of sustainable home
education. For example, in Finland, which is known for
its highly effective education system, the home
education approach is supported by policies that
strengthen parental involvement and the judicious use of
technology. Parents are encouraged to become
facilitators in the learning process without having to be
the main teacher. On the other hand, in countries such as
the United States, many families are adopting a home
education approach with the help of technology, but the
biggest challenge is the irregularity in curriculum
standards and the lack of support from national policies.
The government has formulated a policy on
homeschooling in the regulation (Ministry of Education
and Culture No. 129 of 2019 concerning
Homeschooling). This policy explains that
Homeschooling is a process of educational services that
is consciously and planned by parents/families at home
or other places in the form of single, multiple, and
community where the learning process can take place in
a conducive atmosphere with the aim that each unique
student's potential can develop optimally.
Personalized approach helps children focus
and explore the material according to their learning
style, which in turn allows for maximum skill
development. Through collaboration between
families and communities, home education also helps
strengthen educational support networks and
enables children and parents to access local
resources that supportsustainable practices. (Arief et
al., 2022) states that home-based education offers
opportunities to integrate sustainability values such as
environmental awareness and social justice in the
daily curriculum. For example, a family in Surabaya
involved in home education actively works with local
farmers to learn about sustainable agriculture. “Our
children learn directly from the farmers how to plant
organically and maintain soil fertility,” said one
parent. This opens children's minds to the importance
of environmentally friendly farming practices and
gives them the opportunity to learn from real
practices in the field, thus nurturing their awareness
of the importance of protecting nature from an early
age.
Home education also encourages innovation and
skills within the family, which helps improve
children's skills and independence. Through this
approach, children are not only taught theory but also
engaged in various activities that support practical
understanding. According to research by (Torro et al.,
2018) families who run home education tend to have
greater opportunities to tailor the curriculum to
children's interests, which promotes more relevant
and in-depth learning. For example, a family in
Makassar integrated sustainability topics into daily
projects, such as cooking with local ingredients or
composting food scraps. “Children learn to appreciate
every step of the process, from planting to enjoying
the results,” says the mother. These experiences shape
the children into individuals who are ready to face
global challenges with creative and practical skills.
Regarding how sustainable values are instilled
through home education, there are several ways, such
as strengthening children's morality, where the
process of educating and shaping children's character
to have strong moral values, such as honesty,
responsibility, empathy, and integrity. This process
involves the active role of the family, school, and
social environment in providing examples, guidance,
and consistent support. By strengthening morality,
Home Education as an Alternative Education to Realise Sustainable Development in Indonesia
571

children can develop the ability to distinguish
between right and wrong, make responsible
decisions, and act in accordance with the ethical
values adopted by society. One respondent said that
his family chose homeschooling because they wanted
to instill complete morals in their children before they
became adults. Homeschooling is the right choice at
this time, because if children are instilled with
goodness from a young age and are not influenced by
the environment, then in their adulthood they will
become good people. Then the family ties that are
able to strengthen even more and the last is the
habituation or cultivation of normative behavior in
children such as praying on time, eating with the right
hand, being on time, being able to take responsibility
for mistakes made.
Overall, home education contributes greatly
to realizing sustainable development through a
variety of approaches that are more flexible,
personalized and based on sustainable values. Not
only does it support character development and
environmental awareness, but it also provides
opportunities for children to grow into individuals
who are critical, empathetic and responsible
towards their social and ecological environment.
With more equitable and affordable education,
home education is not only an alternative to
education, but also a strategic step to produce a
generation that is better prepared to face future
challenges and build a more just and sustainable
society.
Families implementing homeschooling in the
context of sustainable development often face
challenges such as limited access to quality
educational resources, including technology and
teaching materials, especially in remote or less
developed areas. In addition, children who are
homeschooled may face barriers in terms of
socialization, such as lack of interaction with peers,
which can affect their ability to develop social skills.
According to Reimers and Schleicher (2020), the
success of homeschooling is highly dependent on
systemic support that includes access to digital
infrastructure and parental training to support
children's learning.
4 CONCLUSION
In conclusion, home education has shown significant
contributions in shaping a generation that is more
sensitive to sustainability, both in environmental,
social and educational contexts. Home education
allows for more personalized, flexible and relevant
learning, allowing children to optimally develop their
individual potential while understanding global
issues su
Reimers ch as climate changeand social
equality. With a more responsive learning
environment, home education not only complements
formal education but also enriches children's
experiences in understanding and practicing
sustainability principles in their daily lives. For this
study, it is important for the government and related
institutions to strengthen policy support and access to
appropriate educational resources so that families
who choose the home education path can get more
structured guidance in teaching sustainability values.
For future research, it is recommended to explore how
home education communities can be more integrated
with local communities, to strengthen collaboration
and knowledge exchange that can enrich the learning
process. In addition, further research could also
deepen the analysis of the impact of home education
on children's psychosocial development and its
effectiveness in building sustainability-oriented
character, so as to provide more comprehensive
insights for educators and policy makers.
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