Indonesian teachers accept AI but misunderstand how it works
AI Misconception and Adoption Among Indonesian K-12 Teachers
Human-Computer InteractionComputers and Society
Summary
Teachers in Indonesia generally support using artificial intelligence (AI) in schools for efficiency, but they don’t fully understand how AI functions. This gap could affect how AI is used in classrooms, especially since teachers worry about its impact on learning quality and honesty. The authors surveyed K-12 teachers and found that while teachers approve of AI use, many have misconceptions about it. This shows that acceptance alone doesn’t guarantee proper AI use in education.
What this means in practice
- •For educational technology developers: Design teacher training programs that address common AI misconceptions to improve technology adoption in schools.
- •For curriculum planners: Incorporate clearer AI literacy content into curricula to better prepare teachers and students for responsible AI use.
A survey. It maps existing work.
Authors
Alham Fikri Aji, Afifa Amriani, Rendi Chevi, Ayu Purwarianti, Derry Wijaya
Abstract
Indonesia's fragmented geography and uneven infrastructure pose persistent challenges for adopting new educational technologies. While national initiatives aim to mainstream AI in K-12 schools by 2025, policy readiness does not automatically mean teachers are ready for the classroom. This study surveys Indonesian K-12 teachers to examine: (1) their understanding of AI, (2) how they and their students use AI, and (3) their views on the acceptability of AI in learning activities. Through semi-automated thematic analysis, we identify common misconceptions and use cases. Our findings reveal a notable mismatch: while teachers find AI use in education acceptable and support it for the sake of efficiency, they remain fully aware of the risks to learning depth and academic honesty. We also find that this high level of acceptance is currently coupled with a poor understanding of how AI actually works.