Indonesia Bets on AI Education: Are Teachers Ready?
Nationwide rollout of AI and coding subjects faces teacher preparedness hurdles.
Indonesia is proactively integrating artificial intelligence (AI) into its primary and secondary school curricula, aiming to cultivate a digitally adept populace for the evolving economy. This forward-thinking initiative, however, hinges on a crucial factor: the readiness of its educators to teach this complex and rapidly advancing field.
Curriculum Embraces the Future
Under Minister of Primary and Secondary Education Regulation No 13/2025, AI and coding are now official elective subjects. This move targets students from fifth grade through senior high school, with schools possessing adequate infrastructure potentially offering courses even earlier. Minister of Primary and Secondary Education **Abdul Mu’ti** stated that over 50,000 schools are prepared for these classes, but teacher preparedness remains a significant question mark.
Bridging the AI Knowledge Gap
The introduction of AI education presents unique challenges, as many Indonesian teachers lack prior computer science or IT backgrounds. Even IT graduates may find AI, particularly concepts like machine learning, natural language processing, and AI ethics, to be a relatively new domain. This could result in students learning about AI without a thorough grasp of its fundamental principles.
The rapid evolution of AI, with generative AI and agentic AI redefining the landscape, further complicates matters. **Maman Basyaiban** of the Guru Belajar Foundation notes that teachers often feel students are more adept with AI tools than they are. This shifts the teacher’s role from sole knowledge dispenser to facilitator, requiring a move from traditional one-way instruction to fostering peer-to-peer learning and collaborative knowledge acquisition.
The Need for Comprehensive Teacher Training
While AI training for teachers is underway, it is largely fragmented, with private tech firms and non-profits leading the charge. These initiatives often concentrate on urban centers and private schools with existing digital infrastructure, potentially widening the disparity in AI proficiency between teachers in different regions. A structured, continuous national training program is essential, offering not just foundational knowledge but also practical applications and pedagogical skills for teaching AI.
Navigating AI’s Dual Nature
Teachers will play a critical role in educating students about AI’s benefits while also cautioning them about its potential pitfalls. Concerns exist that the unchecked use of generative AI could foster plagiarism and erode students’ critical thinking skills. Research indicates that over-reliance on large language models for routine tasks can diminish innate critical thinking abilities. Educators must therefore guide students to remain analytical and creative, preventing over-dependence on AI tools.
Indonesia’s Agency for Standards, Curriculum, and Educational Assessment (BSKAP) is currently developing a national AI curriculum framework, referencing UNESCO guidelines. Neighboring Singapore offers a model with its “AI for Fun” initiative, providing modules for primary and secondary students to explore generative AI and robotics. China has also been integrating AI into its curriculum since 2018 with a centralized approach and national textbooks, fostering early familiarity and critical engagement with AI.
To ensure equitable AI education, Indonesia must address the digital infrastructure gap between regions. Furthermore, involving teachers directly in the AI curriculum design process is vital for successful implementation. This collaboration will help them understand, adapt, and integrate AI knowledge across disciplines, ultimately empowering them to guide the next generation in this transformative technological era.
