BINUS University demonstrates its commitment to diversity, inclusion, and equitable access to higher education by monitoring and supporting the participation of underrepresented groups among prospective applicants and admitted students. These groups include ethnic minorities, low-income students, women, students with disabilities, non-traditional adult learners, and students from remote and underdeveloped regions, including Papua and other designated 3T areas.

  1. Support and Admission Pathways for Students from Papua and 3T Regions

Throughout 2025, BINUS University supported access to higher education for students from disadvantaged, frontier, and outermost regions (3T), particularly Papua, through the Afirmasi Pendidikan Tinggi (ADik) Scholarship Program, in collaboration with the Indonesian government.

Introduced in 2012, the ADik program provides eligible students from designated underrepresented regions with an opportunity to pursue higher education at participating universities, including BINUS University.

Admission pathway and eligibility. According to the official ADik guidelines published by Indonesia’s Ministry of Higher Education, Science, and Technology, applicants from Papua and designated special regions must meet the program’s eligibility requirements and complete the prescribed registration and selection procedures. The process includes:

  • Applicant identification and recommendation: Eligible students are identified and recommended through the relevant education authorities and program coordinators.
  • Registration and application: Applicants are registered through the ADik information system, with the required identification details and supporting documents.
  • Eligibility verification: The program administrators verify and validate applicants’ submitted documents.
  • University selection: Eligible candidates undergo the applicable admission selection process. The university leadership, supported by the ADik implementation team, determines the scholarship recipients at the university selection stage.
  • Final determination: The designated government authority establishes the final list of new ADik scholarship recipients.

These publicly documented procedures demonstrate the existence of a structured affirmative admission pathway for eligible students from underrepresented regions. Together with BINUS’s documented participation in the program, they provide supporting evidence of the university’s efforts to widen access to higher education.

The impact of expanding higher education access is reflected in the experience of Yasinta Nunggut, a student from Agats, Asmat Regency, South Papua, who pursued a degree in Primary School Teacher Education (PGSD) at BINUS University through a scholarship. After completing her degree, Yasinta expressed her intention to return to Agats and contribute to improving education for children in Papua. Her journey illustrates how access to higher education can help students from remote regions develop the knowledge and skills needed to contribute to their home communities.

These experiences illustrate how affirmative access initiatives can support students beyond admission through academic development and career preparation.

  1. Target Setting, Performance Measurement, and Tracking Data

BINUS University has established an annual target through its Affirmation Scholarship program to provide scholarships to 1,000 students from the lowest 20% of household income groups. This initiative seeks to reduce financial barriers and expand access to higher education for students from economically disadvantaged backgrounds.

To demonstrate systematic monitoring of applications and admissions, BINUS can report the number of applicants, admitted students, and scholarship recipients from eligible low-income groups, where these data are collected and available. Comparing these figures against annual targets would help assess participation and identify opportunities to improve access.

  1. Commitment to Gender Equality and Disability Inclusion

BINUS University promotes gender equality and female participation across academic programs. Initiatives such as Women in Tech, faculty mentorship, and leadership forums support women’s participation, including in traditionally underrepresented fields.

For students with disabilities, BINUS provides support through mechanisms that identify individual accessibility requirements and facilitate appropriate academic accommodations. These may include assistive technologies, accessible campus infrastructure, and specialized support services managed by the Student Advisory and Support Center (SASC).

To address the indicator’s admission focus, evidence of how applicants and admitted students are monitored by gender and disability status would further demonstrate the extent of BINUS’s systematic tracking practices.

  1. Empowering Non-Traditional Students and Career Pathways

BINUS Online Learning offers flexible study opportunities for learners who may face barriers associated with work, age, family responsibilities, or other commitments. This pathway can support broader participation by non-traditional learners who require flexibility in their higher education experience.

Monitoring applications, admissions, and enrollment through flexible learning pathways, where available, can help the university assess access among non-traditional students.

BINUS also supports students’ career development through career counseling and internship opportunities. These initiatives complement equitable access efforts by helping students prepare for employment and transition into professional careers.