The National Higher Education Standards (NHES, MORTHE, 2015, updated in 2020) recognize writing as crucial for enhancing language proficiency, systematic thinking, and critical analysis. Yet, integrating this policy into educational practice presents challenges, often arising from misunderstandings surrounding policy implementation expectations. Rawolle and Lingard (2015) clarify that policies are documents that require reinterpretation within specific educational contexts, distinguishing them from actionable strategies. Building on this, Ball et al. (2011) and Pertiwi (2020) critique the simplistic “decision-implementation-evaluation-improvement” model, noting how policy shifts induce tensions across organizational structures. Pertiwi (2020, p. 8) underscores the need for translating policy concepts into practical strategies, remarking that “what people do is shaped by their belief systems, and the institutional and national cultures…. Countering old habits requires a better understanding of the lessons of the past.”