ADAPTIVE LEADERSHIP AND HYBRID LEARNING IN REDUCING EDUCATIONAL EXCLUSION: A STUDY OF SERVICE INNOVATION FOR OUT-OF-SCHOOL CHILDREN IN RURAL INDONESIA

Abstract

Educational exclusion remains a persistent challenge in rural regions of Indonesia, where geographic, economic, and socio-cultural barriers continue to hinder equitable access to learning. Despite national policies promoting inclusive education, such as the Program Indonesia Pintar and Merdeka Belajar, the rate of out-of-school children (OSC) in areas like Brebes Regency remains significantly high. Existing educational services often fail to accommodate the complex realities faced by marginalized communities, signaling a critical gap in adaptive and context-sensitive policy implementation. This study aims to investigate the role of adaptive leadership in strengthening educational service delivery through the integration of hybrid learning models to reduce OSC rates in rural Indonesia. Using a qualitative exploratory approach, the research examines the interplay between leadership responsiveness, service innovation, and hybrid learning effectiveness in expanding educational accessibility for underserved populations. The urgency of this study arises from the increasing demand for sustainable solutions to address educational disparities, particularly in light of evolving digital education mandates and post-pandemic learning transformations. Without localized, adaptive strategies, national interventions risk further marginalizing vulnerable learners. The novelty of this study lies in its holistic integration of contingency leadership theory and accessibility theory to assess the operationalization of hybrid learning as a transformative educational service. Unlike prior studies that isolate leadership or technology as singular variables, this research offers a comprehensive framework connecting leadership adaptability, service innovation, and technology-enhanced learning within the socio-educational context of rural Indonesia. The findings contribute to the advancement of education management scholarships by proposing a scalable model of adaptive service leadership. In practical terms, the study informs education policymakers, local governments, and school administrators on the strategic design of inclusive learning systems that are culturally relevant, technologically feasible, and leadership-driven to combat educational exclusion among OSC populations.