Analysis and Comparative of the Academic Draft on Coding and Artificial Intelligence Education in Indonesia Primary and Secondary Schools

Abstract

This study evaluates Indonesia’s 2025 Academic Draft on Coding and Artificial Intelligence (AI) Education for primary and secondary schools through a qualitative policy review. Using SWOT analysis, cross-national comparison with India, and benchmarking against UNESCO’s AI Competency Framework (2024), the analysis highlights both philosophical strengths and operational weaknesses. The draft demonstrates strong alignment with national visions, alongside a flexible modular curriculum and early integration of coding and AI. It also places value on ethical awareness and computational thinking, showing potential to prepare students for a digital future. However, the findings reveal critical challenges in implementation. The draft lacks a phased roadmap, structured teacher competency framework, enforceable data ethics guidelines, and targeted strategies to reduce the digital divide in underserved “3T” regions. Comparative insights from India suggest that modular teacher training programmes, adaptive assessment systems, and public–private partnerships offer practical models Indonesia could adapt. The study concludes that while the draft presents a progressive vision, its success depends on translating ambition into actionable, context-sensitive policies. Strengthening teacher readiness, equity, and governance is essential to ensure inclusive and sustainable AI and coding education.