Exploring Theological Education: Opportunities for Educational Technology Integration

Abstract

Theological education is pivotal in societies, yet its implementation within indigenous maritime communities remains underexplored. This study examines the Bajo people of Buton Regency, a community where cultural traditions, geographic isolation, and socioeconomic realities intersect to influence educational access. Despite strong adherence to theology, significant structural barriers and the absence of formal theological institutions challenge the transmission of religious values. Using a qualitative, phenomenological approach, this study explores the community's perceptions of theological education. Data were gathered through in-depth interviews, participant observation, and document analysis, with triangulation ensuring validity. Findings reveal that formal theological schools are absent, and the nearest institutions are 8–18 kilometers away—a prohibitive distance due to cost and limited transportation. In response, the community relies on highly valued non-formal (study circles) and informal (family-based) education. These structures are prized for their cultural relevance, flexibility, and communal ownership. For the Bajo, theological education is a vital source of moral development, social cohesion, and cultural continuity. The community’s engagement is shaped by these practical realities. Structural barriers, not a lack of motivation, limit access to formal schooling, making non-formal and informal learning central to religious life. These findings underscore the need for context-sensitive, community-based educational models, potentially supported by appropriate educational technologies.