Contextualizing Triple Bottom Line Sustainability Assessment in Secondary Education: A Rapid Appraisal from the Global South

Abstract

Most studies on educational sustainability focus on higher education institutions, while secondary schools, especially in the Global South, are still rarely researched. This study evaluates the sustainability performance of SMAN 21 Bekasi, a public school in urban Indonesia, by adapting the triple bottom line (TBL) framework through a quantitative rapid appraisal (RAP) approach. A total of 105 school stakeholders, consisting of teachers, principals, students, and school committees, assessed the performance based on economic, social, and environmental dimensions. The results showed that the social dimension achieved a moderately sustainable score of 62.57, while the environmental dimension scored 54.56, and the economic dimension scored only 41.46, indicating low sustainability performance. This finding challenges the assumption in the previous literature that sustainability models developed in higher education can be directly applied in secondary schools, especially in the context of educational institutions in the Global South that face various structural limitations such as lack of autonomy, access to resources, and basic infrastructure. This study offers an adaptive and contextual sustainability evaluation model based on RAP-TBL, which can be used for benchmarking between schools, as well as extending theoretical and practical contributions in the framework of sustainable education towards achieving SDG 4 and SDG 12.

1. Introduction

Education is a key foundation in human and societal development [1]. In the midst of rapidly changing times, driven by technological advances, climate change, and other global challenges, education is no longer sufficient if it is only static and oriented towards basic knowledge. Sustainable education, often referred to as Education for Sustainable Development (ESD), is an essential solution to this challenge. By adopting a lifelong learning approach, students are not only encouraged to complete formal education, but also to continue developing sustainable competencies through more contextualized, collaborative, and problem-based learning approaches [2,3].

Education for Sustainable Development (ESD)—as it is widely known—comes as a transformative approach that addresses global challenges by instilling awareness, values, and competencies to act sustainably at all levels of education. Various studies suggest that the success of sustainable education depends on the capacity of educational institutions to integrate sustainability values into their learning practices and organizational culture [4,5,6]. Unfortunately, until now, sustainability education has occupied only a small part of the overall educational pedagogy across the fields and spectrum of knowledge, thinking, and learning [7,8]. What is most poignant about this claim is the recognition that for many ordinary people, sustainability has no meaning at all. Awareness and application of sustainability education principles are still uneven, especially at the secondary education level in developing countries. Most of the international literature on sustainability education still focuses on higher education, while systemic approaches that engage secondary school students in contextualized and interdisciplinary learning are just beginning to develop [9]. Yet, it is at this level that sustainability competencies, such as critical thinking, social responsibility, and environmental awareness, can be strategically embedded and used to form long-term habits. Therefore, it is imperative that sustainability approaches in education become part of the regular public school system, and even become part of the general education curriculum, including in senior high schools (Sekolah Menengah Atas, hereafter abbreviated as SMA).

On the other hand, while the triple bottom line (TBL) approach—which includes economic, social, and environmental dimensions—has been widely used in measuring the sustainability performance of organizations in the industrial and business sectors, its application in the education sector, particularly at the secondary school level, is still very limited [10]. In fact, the sustainability of education depends not only on the formal curriculum but also on the ability of institutions to maintain economically sustainable operations, promote social inclusion, and demonstrate ecological responsibility. The absence of a standardized TBL indicator framework for secondary schools makes it even more urgent to research this challenge.

Bekasi, one of the buffer cities of Jakarta with rapid population growth, faces many challenges in the education sector, especially at the high school level. Data from the Central Bureau of Statistics (BPS) of Bekasi City show that in the 2024/2025 academic year, there are 22 public high schools and more than 50 private high schools spread across various sub-districts. Despite the large number of educational institutions, prominent challenges arise in the form of inequality in access and quality of education. For example, there is a public high school in Bekasi that has a total of 1265 students, but does not have adequate internet access to support digital learning. Other data also showed that many students from low-income families who attend public high schools experience economic difficulties and drop out of school. The average length of schooling (Rata-rata Lama Sekolah, hereafter abbreviated as RLS) of Bekasi City residents in 2022 only reached 11.44 years, equivalent to grade 2 in senior high schools (SMA) or vocational high schools (Sekolah Menengah Kejuruan, hereafter abbreviated as SMK). This shows that there are still many students who do not continue their education until they graduate from high school.

The context of SMAN 21 Bekasi City provides a true reflection of the situation faced by many public schools in dense urban areas in Indonesia. The school suffers from various structural limitations, such as not having a building, low digital infrastructure support, and a high number of students from underprivileged families. In this situation, adopting the concept of sustainable education requires not only pedagogical readiness but also institutional and managerial adaptation. This kind of challenge is not widely discussed in the literature, making this study essential to open space for empirical discussion on the implementation of ESD in resource-constrained contexts.

By focusing on SMAN 21 Bekasi, this study does not aim for statistical generalization, but rather analytical generalization. The school was purposefully selected because it typifies common structural and socio-economic challenges faced by many urban public high schools in developing countries, such as limited infrastructure, high student density, and a large proportion of students from low-income families. These characteristics allow the findings to offer insights that may be relevant for similar educational contexts across rapidly urbanizing areas in the Global South. Against this backdrop, this study addresses the following core research question: How can secondary schools in resource-constrained urban contexts assess and improve their sustainability performance using an adapted triple bottom line framework?

This research aims to explore how secondary education institutions can assess and improve their sustainability performance based on the triple bottom line approach. The results of this study are expected to enrich international academic discussions as well as provide applicable recommendations for policymakers in order to support the achievement of Sustainable Development Goals (SDG 4: Quality Education and SDG 12: Responsible Consumption and Production). In this context, education is not only a means to obtain employment but also a tool to empower individuals to be more environmentally conscious, ethical, and able to face global challenges wisely. The concept of continuing education is becoming increasingly important in ensuring that individuals are able to adapt, develop, and contribute positively to their personal, social, and professional lives.

2. Theoretical Background

2.1. Sustainability Performance in the Education Sector

Human communities both shape and are shaped by their natural environment, creating interdependent economic systems that sustain livelihoods, while education serves as a crucial mechanism for developing this understanding and improving quality of life through more sustainable ecological–economic relationships [11]. In the last decade, there has been a significant shift in continuing education research from the traditional focus on higher education to high school. The authors of [12] initially confirmed the dominance of research in higher education. Still, a recent meta-analysis study by [13] noted a 300% increase in publications on Education for Sustainable Development (ESD) at the high school level since 2015, supported by the findings of [14] that proved the effectiveness of interventions in high schools is 40% higher than in universities.

The determinants of successful ESD implementation in secondary schools have been widely researched. Teacher quality emerged as a crucial factor in a comprehensive study of 50 European schools [15], a finding in line with a longitudinal study [16] over five years. The importance of school culture has also been highlighted, with research emphasizing the role of school leadership [17] and a comparative study by [18] conducted in various Asian countries such as Indonesia, Malaysia, and Singapore. In developing countries, ESD implementation faces specific challenges that are comprehensively elaborated in a systematic review [19] across 12 developing countries.

Recent developments in ESD research show an increased focus on holistic approaches that involve all stakeholders. Recent studies, such as the one by [20], emphasize the importance of collaboration between schools, communities, and businesses in creating a sustainable education ecosystem. Meanwhile, the study by [21] introduced a social network analysis method to map the relationships among stakeholders in ESD implementation. These findings complement previous studies and open up new opportunities for the development of more effective implementation models across different geographical and cultural contexts.

The measurement of sustainability performance in the education sector in this study adopts the triple bottom line approach, namely economic, social, and environmental performance, because the concept of sustainability is clearly based on a combination of social, environmental, and economic lines [22]. Economic performance refers to any form of business that is economic in nature, which makes the campus more independent. Some attributes include school economic activities, budget efficiency, alternative funding, and infrastructure. Social performance refers more to the usefulness of the school for stakeholders and the extent to which the school is able to implement equality, with the attributes of inclusiveness and student well-being, while social performance highlights the school’s performance in paying attention to environmental safety and health aspects, with the attributes of waste management and environmental education. This paper also explores the “Triple Bottom Line” as a tool to examine, assess, or measure sustainability in high schools by considering and adjusting to the characteristics of the school environment in developing countries such as Indonesia.

2.2. Literature Review of Triple Bottom Line-Based Education Sector Sustainability

In its implementation, the triple bottom line (TBL) approach categorizes sustainability performance into three main dimensions—economic, social, and environmental—each of which has specific indicators that can be adapted to the context of education. A comprehensive measurement of these three dimensions is essential to provide a complete picture of the capacity of secondary education institutions to contribute to sustainable development.

In terms of the economic dimension, indicators used in the industrial context, such as budget efficiency, alternative income, and utilization of fixed assets, can be transformed into the world of education through activities such as school entrepreneurship, the effectiveness of the allocation of school operational assistance (BOS) funds from the Government, or optimizing the utilization of school land and buildings. These efforts are closely aligned with SDG 12 (Responsible Consumption and Production), which promotes resource efficiency and sustainable management of assets. In research on the Balanced Scorecard (BSC) adapted as an economic measurement tool in the TBL framework, indicators such as operational efficiency, net cash flow, and return on investment (ROI) are highly relevant for measuring the financial resilience of institutions [10,22,23]. In the context of education, this can be translated as the ability of schools to not only survive financially but also grow through financing innovations.

The social dimension of TBL in education focuses on aspects of inclusive participation, equity of access, student and teacher well-being, and school community engagement, which are directly aligned with SDG 4 (Quality Education) targets on inclusive and equitable education. The Global Reporting Initiative (GRI) sustainability reporting framework suggests measuring aspects such as nondiscrimination, training and education, assembly rights, and safety practices. In schools, this can take the form of student welfare programs, support for children with special needs, and parental participation in decision-making. Other relevant indicators include dropout rates, students’ perceptions of the comfort of the learning environment, and access to counseling services.

Meanwhile, the environmental dimension is the most obvious but also often the least implemented in secondary schools. Aspects such as energy efficiency, waste management, environmental education programs, and compliance with environmental regulations are commonly used indicators in industrial versions of TBL. In the school context, these indicators can include the availability of segregated waste facilities, the use of green energy, student involvement in recycling projects, and the integration of a green curriculum. These efforts directly support SDG 12 (Responsible Consumption and Production) by promoting sustainable resource use, waste reduction, and environmentally conscious behaviors within the school community. Research by [10] shows that while environmental indicators have a positive correlation with social indicators, they do not always align with economic performance in field practice.

3. Materials and Methods

3.1. Research Approach and Design

The research design is descriptive–quantitative, with the aim of evaluating the school’s sustainability performance based on the three main dimensions in the triple bottom line (TBL) framework: economic, social, and environmental [24]. Each dimension is translated into a set of indicators based on previous studies and the local context of the school [10,25]. The assessment was conducted using a RAP approach based on ordinal scoring and simple multivariate analysis.

3.2. Location and Unit of Analysis

The research was conducted at SMAN 21 Bekasi City, a public school located in a densely populated urban area, which until now has not obtained a building and is still renting learning spaces. This school was chosen as a case study because it represents the real condition of many public secondary schools in Indonesia that face structural and socio-economic limitations in implementing sustainable education.

3.3. Data Analysis

Primary data analysis was obtained through a structured questionnaire that was organized based on TBL indicators. Respondents consisted of internal school stakeholders, namely principals, vice principals, teachers, school committees, and student representatives (105 respondents in total). Each respondent provided an assessment score on a 1–5 Likert scale against each predetermined sustainability indicator. The sample size of 105 was considered sufficient for this descriptive rapid appraisal study, as it exceeded the minimum recommended threshold and included diverse stakeholder groups to ensure balanced and comprehensive perspectives on the school’s sustainability performance. The distribution of respondents is as follows: 1 principal; 4 vice principals (curriculum, student affairs, infrastructure, and public relations); 20 teachers (out of a total of 40 people); 25 school committees (out of a total of 50 active committees); and 55 students (out of a total of 108 students assisted by the entrepreneurship program).

Meanwhile, secondary data sourced from school policy documents, financial reports, and documentation of sustainability support activities were collected to support the interpretation of quantitative results. Index measurement and sustainability status were processed using RAPFISH 2013 software. Rapid appraisal (RAP) is a multidisciplinary method for evaluating comparative sustainability based on a number of indicators that are easy to score [26]. It is a relatively simple and flexible method that accommodates creativity in its approach to a problem.

In rapid appraisal analysis, a resource may be defined as an entity in broad terms or narrow terms. A number of resource attributes can be compared. Characteristics of each dimension to be evaluated can be selected to reflect sustainability, based on the relevant literature. The picture of educational sustainability is presented in the form of a diagram that displays the index value and sustainability status of each dimension that has been assessed. The results of the sensitivity analysis complement the results of the study. Sensitivity (leverage) analysis is conducted to identify attributes that are sensitive in contributing to the resulting index value.

3.4. Assessment Indicators

Assessment indicators are compiled based on the relevant literature, from both the education and industrial sectors, which has adapted the TBL approach [2]. The indicators were validated by ensuring that the indicators (questions, items, or variables) actually measure what they are supposed to measure:

• Content Validity: Objective: Assess whether the indicators cover all aspects of the concept under study. How we performed it: Ask for expert judgment in the relevant field to assess the relevance and clarity of the indicators.
• Criterion Validity: Objective: Assess the extent to which the indicator correlates with other measures that have been proven valid.

The methods we used were as follows:

• Concurrent Validity: using criterion data collected at the same time;
• Predictive Validity: using criterion data collected in the future (for example, to validate an indicator of the success of a business run by a school cooperative).

The following indicators per dimension are used in this study.

• Economic Dimension: School budget efficiency, school self-sustaining economic activities, infrastructure support, and diversification of funding sources [25].
• Social Dimension: Learner inclusiveness, stakeholder engagement, student and teacher well-being, and participation in decision-making [27].
• Environmental Dimension: Waste management, environmental education programs, energy efficiency (especially water and air pollution), and student involvement in environmental projects (planting green plants) [10].

3.5. Data Analysis Technique

The analysis was conducted using the RAP method, which includes several stages:

• Ordinal scoring by respondents on each indicator (scale 1–5).
• Transformation of scores to a numerical scale for each TBL dimension.
• Calculating the sustainability index value per dimension, i.e., the average indicator score for each dimension.
• Visualizing results in the form of a chart to map the strengths and weaknesses of the sustainability dimensions.
• Leverage analysis to identify the most sensitive indicators of score changes.

RAP was chosen because this method allows researchers to evaluate sustainability in a participatory, flexible, and fast manner, and has proven to be successfully adaptable in various sectors [26].

4. Results

Overall, the results of the measurement of the sustainability index and status at SMA 21 Bekasi show an index value of 52.62, which indicates moderately sustainable status (Figure 1). This certainly shows that SMA 21 Bekasi has performed relatively well in achieving sustainability in the education sector.

Furthermore, this research will describe the economic, social, and environmental performance of SMA 21 Bekasi. The analysis of the index and sustainability status of SMA 21 Bekasi in the economic dimension and the sensitive factors affecting economic performance are reflected in Figure 2 and Figure 3.

The RAP IK calculation for economic performance at SMA 21 Bekasi (sustainability index 41.46) shows that its economic sustainability status is in the “less sustainable” category. This condition is certainly quite concerning; although “profit” and “loss” are not the main priorities that SMA 21 Bekasi wants to achieve, economic performance plays a significant role in determining the sustainability of SMA 21 Bekasi at this time, and also in the future. This economic performance can be improved by analyzing and assessing the sensitive attributes that affect it (Figure 3).

Based on the leverage analysis (Figure 3), the most sensitive factors that determine the economic performance of SMA 21 Bekasi are the entrepreneurial campus ecosystem, education quality, learning environment climate, school economic activities, and infrastructure. These factors must be considered in order to attain good economic performance.

The entrepreneurial campus ecosystem is the attribute that plays the largest role in the economic performance of the education system [28]. The entrepreneurial campus ecosystem at the high school level is the concept of building a school environment that supports the growth of the entrepreneurial spirit among students, teachers, and all school members [29]. Although different from a college campus, this ecosystem is still essential in creating a strong and relevant economic foundation for students from an early age. SMA 21 Bekasi applies the principle of “Cultivating an Entrepreneurial Spirit from an Early Age” through character building and mindset as outlined in several subjects, such as entrepreneurship. Within the entrepreneurial ecosystem, students are trained to think creatively and innovatively, dare to take risks, and be solution-oriented [30].

The second attribute that is very sensitive to the economic performance of SMA 21 Bekasi is the Quality of Education. The role of education quality in improving economic performance in SMA is crucial because education produces not only academically intelligent graduates but also productive, competitive graduates who are able to contribute to the school and community economy [31]. The quality of education at SMA 21 Bekasi has not yet been optimized and reached the target. Still, its education pattern has begun to influence and shape graduates who act as “Quality Human Capital” through individual capacity building and technical and managerial skill improvement. Relevant learning materials and methods provided at SMA 21 Bekasi, for example through economic-based business/project feasibility studies, provide students with skills that can be applied directly in business management or small business development.

The third sensitive attribute is the climate of the learning environment. The climate of the learning environment is the atmosphere, conditions, and culture created in the teaching and learning process at school, including relationships between students and teachers, learning approaches, openness to ideas, and values instilled during school activities [32]. A positive, creative, and supportive learning environment plays an essential role in improving the economic performance of schools. At SMA 21 Bekasi, this climate not only enhances the quality of learning but also opens up space for productive economic activities, fosters an entrepreneurial spirit, and strengthens the school’s financial sustainability. Of course, the learning environment must be free from bullying, discrimination, and sexual harassment.

The fourth sensitive attribute is school economic activities. School economic activities refer to various productive activities carried out by school members (students, teachers, staff) with the aim of educating as well as generating economic value [33]. Examples include student cooperatives, school canteens, entrepreneurial bazaars, business practices, student digital businesses, or cooperation with local MSMEs. Unfortunately, economic activities at SMA 21 Bekasi are still very minimal; the school only has one school canteen and one cooperative, which is still limited in operation. Business activities such as entrepreneurship bazaars, business practices, student digital businesses, or cooperation with local MSMEs have never been carried out. This is what makes SMA 21 Bekasi’s economic performance score poor.

The fifth sensitive attribute is infrastructure. Infrastructure in schools includes all physical facilities and infrastructure that support the teaching and learning process and other supporting activities, such as classrooms, laboratories, libraries, the internet, entrepreneurship facilities, practice grounds, and school business buildings [34,35]. As described in the research background, the main problem faced by SMA 21 Bekasi is that it does not yet have a building. The school staff are currently still renting space from other schools. The lack of infrastructure makes SMA 21 Bekasi’s economic performance poor.

Meanwhile, the measurement of social performance at SMA 21 Bekasi obtained a sustainability index value of 62.57, indicating that its sustainability status is in the “Moderately Sustainable” category (Figure 4). In achieving social performance, the motivation of the majority of education systems in Indonesia, including SMA 21 Bekasi, is dominated by normative aspects, namely the belief in religious values to always benefit others and not discriminate against humans [30]. The majority of stakeholders at SMA 21 Bekasi are Muslims who view that social activities that provide benefits to others are a must for a Muslim, as explained in the Qur’an and Prophetic Hadith.

Based on the leverage analysis (Figure 5), the most sensitive factors that determine the social performance of SMA 21 Bekasi are inclusiveness and equality, school ethics and culture, and school and community relations. These three attributes are well implemented in SMA 21 Bekasi, so the social performance of SMA 21 Bekasi is considered good and quite sustainable.

The inclusiveness and equality attribute is the most sensitive in determining the social performance of SMA 21 Bekasi. There should be no discrimination in the services provided to students [36], including at SMA 21 Bekasi. The school also often includes information and helps students to obtain educational scholarships. This shows the good social performance built by SMA 21 Bekasi.

Another sensitive attribute is school ethics and culture. SMA 21 Bekasi always provides literacy and character-strengthening programs for students, so the number of violations of the rules at SMA 21 Bekasi tends to be low. The third sensitive attribute that plays a role in social performance is the school’s relationship with the community. SMA 21 Bekasi has a good relationship with the community, including an active parent forum and reasonable access to public involvement. In various policies concerning the environment, SMA 21 Bekasi always involves the community in joint decision-making. Ethics, culture, and community relations strengthen the positive image of educational institutions in the eyes of the community [37].

Meanwhile, the measurement of environmental performance at SMA 21 Bekasi obtained a sustainability index value of 54.56, indicating that its sustainability status is in the “Moderately Sustainable” category (Figure 6).

Based on the leverage analysis (Figure 7), the most sensitive factors that determine the environmental performance of SMA 21 Bekasi are environmental education, waste management, hygiene, and environmental health [30]. Environmental education is the most sensitive attribute that determines the environmental performance of SMA 21 Bekasi. Many curricula involve environmental themes in student activities.

The following attributes are waste management, environmental hygiene, and health. SMA 21 Bekasi has implemented the concept of a zero-waste school. Waste is segregated, and trash bins are divided into two types, namely bins for organic and inorganic waste. The sweeping movement is also routinely carried out at school every day, involving the principal, teachers, students, and school employees. These activities provide a high score for environmental performance at SMA 21 Bekasi.

This research is completed by measuring the S-Stress value for each dimension and multiple dimensions (

Table 1. Statistical parameters of index analysis and sustainability status SMA 21 Bekasi.

Statistical Parameters	Multiple Dimensions	Economic Dimension	Social Dimension	Environmental Dimension
S-Stress	0.173	0.143	0.148	0.144
R2	0.946	0.928	0.934	0.931

).

The value of S-Stress both in multi-dimensional measurements and in each dimension has a value smaller than the provided value, which is ˂0.25. The farther the value is below 0.25, the better. While R² in each dimension and multiple dimensions is high (close to 1), these two statistical parameters indicate that all attributes used in each dimension at SMA 21 Bekasi are good enough to explain the sustainability of a small agro-industry.

On the other hand, the Monte Carlo analysis measurements above show that the value of the sustainability index and status of SMA 21 Bekasi is at the 95 percent confidence interval. The MDS and the Monte Carlo results are not too different (

Table 2. Multi-dimensional Monte Carlo analysis results for RAP value.

Locus	MDS	Monte Carlo	Difference
SMA 21 Bekasi	59.34	58.88	0.46

). The slight difference indicates the following: (1) errors in scoring each attribute are relatively small; (2) the variation in scoring due to differences in opinion is relatively small; (3) the analysis process is repeated and relatively stable; (4) data entry errors and missing data can be avoided [26]. So, in general, the RAP method is good enough to be used as one of the tools to analyze and evaluate the sustainability of the education sector at SMA 21 Bekasi quantitatively and quickly.

5. Discussion

Measuring the sustainability level of SMA 21 Bekasi using RAP results in a rating of “moderately sustainable”. Its economic performance is still at the “less sustainable” level, while its social and environmental performance is at the “moderately sustainable” level. Based on the conditions in the field, creating sustainable performance in the education sector is not easy. Yet the importance of education was emphasized in Agenda 21, the most essential document of the first United Nations conference on the environment and development in 1992: “Education is essential for promoting sustainable development and enhancing people’s capacity to address environmental and development issues” (Agenda 21, Section 36) [38]. The challenges in achieving this are enormous, especially in schools that lack infrastructure and have low knowledge and awareness of the importance of sustainability in education.

The low economic performance of SMA 21 Bekasi must be addressed immediately, and some of the following must be considered: realizing an entrepreneurial campus ecosystem, improving education quality, improving campus economic activities, and improving infrastructure. This research is in line with previous findings that say the importance of implementing sustainability principles into the core of higher education institutions’ strategies (e.g., curriculum, modus operandi) and is key to be incorporated into organizational culture [11].

Several high schools in Indonesia have successfully implemented entrepreneurship programs, producing students with an entrepreneurial spirit and strong business skills. For example, SMAN 7 Semarang has a culinary entrepreneurship program that has produced students skilled at making dim sum. Furthermore, SMAN 12 Semarang has provided inspirational entrepreneurs for its students’ entrepreneurial success. Several high schools in various countries have successful entrepreneurship programs, such as schools in Queensland, Australia, which have succeeded with their school cooperatives. High school programs and initiatives focused on entrepreneurship have proven successful in fostering student interest and skills. An entrepreneurial campus ecosystem will create opportunities and encourage entrepreneurship and innovation, resulting in higher economic performance. A University of Chicago case study explored campus governance as an entrepreneurial ecosystem, and the results generated by the campus ecosystem showed that it was able to improve students’ performance [28]. Things that need to be enhanced also include the quality of education.

Previous surveys have stated that the quality of education in developing countries, including Indonesia, faces many challenges and obstacles, especially regarding the quality of human resources [39]. The solution is to make efforts to improve the curriculum and educational facilities, and education management that adopts the concept of sustainability is very important [31]. In practice, this is certainly not easy, because of the scarcity of resources in developing countries such as Indonesia, which often leads to a survivalist mindset and policy support that does not yet exist.

Previous research suggests that government control is instrumental in improving performance [40], but the findings of this study are not entirely in line with this. An essential finding of this study is that high schools need to have economic/business activities as a vehicle for student business practices and at the same time become business units so that they can become independent schools, obtain their income without relying on government funds, and build a productive school ethos.

Interestingly, this study found that in terms of social performance, SMA 21 Bekasi has fairly sustainable performance. Its high social performance is based mainly on normative aspects, culture, and Islamic religious foundations. The majority of SMA 21 Bekasi’s stakeholders, who are Muslims, prioritize social benefits and equality in social relations, which has become their habit. In Indonesia, previous findings showed similar results for the MSME sector [41,42]. The results of this study also show that ethics and culture formed during the learning process are transferred to students, which enables them to improve their social performance, so that local cultural attributes become essential attributes that need to be preserved to achieve sustainable education. This research also agrees with previous findings, which suggest that localization is a critical variable for shaping sustainable development in developing countries [43]. Another thing to note is that teachers play a significant role in social performance. Previous studies have found that service-based learning can foster social equality and justice among teachers, which is then transferred to students through the educational process, thereby instilling in students an awareness of social justice issues, increased compromise, and responsibility [44].

The environmental performance of SMA 21 Bekasi also shows satisfactory results. With limited facilities and infrastructure, they again utilize the attribute of “culture” as a solution to alleviate environmental problems. Environmental education in the school curriculum, combined with the cultural practices of “sorting garbage” and “sweeping movement together” carried out by teachers, students, and employees, consistently results in good environmental performance at SMA 21 Bekasi. Some environmental problems can be overcome with local-level considerations that are considered simple but are able to provide good performance. This study agrees with previous research that shows that applying separate local and global environmental performance indicators provides a more precise assessment of environmental performance [45,46]. Good environmental performance is also shaped by teachers’ ability to guide environmental education. Previous research findings have highlighted the importance of teacher training in improving environmental education [47].

Nonetheless, this study challenges claims in the previous literature that TBL-based institutional sustainability approaches implemented in higher education can be easily replicated in secondary schools. For example, a study by [3] highlights the successful implementation of TBL in universities with diversified financing systems and high academic autonomy. However, in SMAN 21 Bekasi, the economic and environmental dimensions show low scores that reflect not only a lack of sustainability awareness, but also systemic structural limitations, such as not having a building and having low financial independence. This suggests that TBL indicators cannot be universally adopted without being adapted to the operational context of schools in the Global South. Thus, the development of participatory and locally based indicators is an urgent need for realistic and equitable sustainability assessments.

6. Conclusions

High schools have a great responsibility to shape high-performing student graduates while supporting the implementation of the SDG targets. High schools shape the mindset of adults and are considered “agents of change” towards sustainable development. On the other hand, sustainability is also an essential aspect of a high school’s reputation and prestige globally. To achieve sustainable performance, SMA 21 Bekasi needs to improve its economic performance, which is still at a low sustainability status. An important finding from this study is that high schools need to have economic/business activities as a vehicle for student business practices and at the same time become business units so that they can become independent schools, obtain their income without relying on government funds, and build a productive school ethos.

Interestingly, although SMA 21 Bekasi has many limitations in the operation of the education system, its social and environmental performance is quite sustainable. Its good social performance is motivated by normative aspects, culture, and the Islamic religious foundations of stakeholders. In contrast, its good environmental performance is supported by the culture of “sorting garbage” and “sweeping movement together” carried out by teachers, students, and employees consistently. This research thus reaffirms the role of “local culture” as an essential variable in creating sustainable performance, including in the education sector.

Based on the findings, several practical steps are recommended for schools and policymakers:

• Integrating environmental education and green practices into the curriculum and daily activities.
• Developing school-based entrepreneurship programs to generate alternative income and build students’ skills.
• Strengthening collaboration with local businesses, NGOs, and government agencies to improve infrastructure and funding through public–private partnerships.
• Monitoring and evaluating sustainability indicators regularly to inform planning and decision-making.
• Providing training for teachers and staff on sustainability concepts and practices to enhance institutional capacity.

These steps can help improve sustainability performance in public secondary schools and support broader national and global sustainability goals.

6.1. Theoretical and Policy Implications

This research contributes significantly to the strengthening of the literature on sustainable education at the secondary school level, a domain that is still rarely touched upon compared to higher education. By adopting the triple bottom line (TBL) approach in the context of secondary education in the Global South, this study expands the conceptual scope of TBL into the primary and secondary education sectors, rather than just business or university institutions. Theoretically, the study promotes cross-disciplinary integration between sustainability management theory and school pedagogy, which opens up space for the development of evaluative models based on school ecosystems and local structural conditions.

From a policy perspective, the findings suggest the need for a contextually tailored sustainability evaluation framework for public schools, especially in urban areas facing high socio-economic pressures. Local and central governments can use this RAP-TBL-based assessment model as a basis for developing school quality improvement programs, allocating performance-based budgets, and planning the development of educational facilities and infrastructure more equitably and responsively. In addition, this study offers the potential to use the model as a benchmarking tool between schools, enabling policymakers to compare and map sustainability performance across institutions in an objective and participatory manner. The emphasis on economic indicators, such as strengthening the entrepreneurial campus ecosystem, also encourages curriculum development that equips students with contextualized and applicable entrepreneurial skills.

Additionally, beyond identifying lack of infrastructure as a constraint, this study highlights the potential of public–private partnerships (PPPs), collaboration with local businesses, and corporate social responsibility (CSR) initiatives as practical strategies to improve school facilities and digital infrastructure. Such partnerships can help address funding gaps and provide resources—from computer labs and internet connectivity to new buildings—thereby strengthening economic and environmental dimensions of sustainability. While implementation requires careful governance to ensure alignment with educational goals, these approaches offer policymakers and practitioners actionable pathways to enhance the resilience and sustainability of public secondary schools.

More broadly, this study is also relevant to SDG policies, particularly SDG 4 (quality education) and SDG 12 (sustainable consumption and production). Education policies that encourage the achievement of sustainability targets need to consider economic, social, and environmental dimensions simultaneously and in an integrated manner, as shown in the results of this study.

6.2. Limitations and Future Research

This study has several limitations that need to be recognized. First, the unit of analysis is limited to only one public school (SMAN 21 Bekasi), which, although representative of many structural challenges in urban areas, is not sufficient to generalize to the entire context of secondary education in Indonesia. Comparative studies across schools and regions are needed to enrich the external validity of the evaluative model used. Second, while the RAP method provides advantages in time efficiency and visualization of results, it relies heavily on respondents’ subjective perceptions, which may be affected by personal experience bias or institutional pressures. Future research is recommended to explore the development of a TBL-based education sustainability index that can be adopted nationally and across sectors. In addition, future studies could also assess the direct impact of school sustainability performance on student academic achievement, parental satisfaction, and community engagement in the long term. Finally, future studies could adopt a mixed-methods design, combining quantitative rapid appraisal with qualitative approaches such as interviews or focus group discussions. This would allow for triangulation of findings, provide deeper insights into stakeholders’ perceptions, and help validate and refine the assessment indicators used in this study.