A GEOSPATIAL-BASED EDUCATION MANAGEMENT MODEL AS A WEIGHTED DECISION SUPPORT SYSTEM FOR SUSTAINABLE TOURISM VILLAGES

This study aims to develop and operationalize a geospatial-based education management model as a weighted Decision Support System (DSS) framework for sustainable tourism villages. A qualitative case study approach was employed in Panglipuran Village, Bali, Indonesia. Data were collected through semi-structured interviews, field observations, and document analysis involving traditional leaders, village government officials, religious leaders, administrators, and community representatives. To demonstrate the model's operational feasibility, a simplified weighted overlay approach was applied by integrating three principal components: infrastructure accessibility, land-use suitability, and education management capacity. Education capacity was operationalized through a normalized Educational Spatial Index (ESI) derived from the student–teacher ratio (STR) and student–school ratio (SSR). The spatial evaluation compared two scenarios: one based on infrastructure accessibility and land-use suitability, and another incorporating the additional education management layer. The results indicate that integrating education management variables altered spatial prioritization patterns. The proportion of high-priority zones decreased from 48% to 36%, while moderate-priority zones increased from 32% to 40% and low-priority zones rose from 20% to 24%. These changes demonstrate that incorporating educational and institutional capacity can modify conventional infrastructure-oriented spatial suitability assessments. The findings highlight the importance of considering human capital readiness and institutional capacity alongside physical accessibility and land-use conditions in sustainable tourism planning. The proposed geospatial education DSS extends conventional GIS-based decision-support approaches by operationalizing education management as a spatially explicit governance component. Rather than treating education solely as a social outcome of tourism development, the model positions educational capacity as a factor in territorial prioritization and development planning. Although the empirical application is limited to Panglipuran Village, the model offers a transferable framework that can be adapted to other tourism village contexts. Further research should validate the framework across multiple locations and employ empirically derived weighting schemes to strengthen its analytical robustness and practical applicability.