The Indonesian government’s initiative to introduce coding and artificial intelligence as elective subjects in primary and middle schools is a forward-thinking step that deserves recognition. This move not only has the potential to develop critical thinking and numeracy skills among children but also equips them for the digital era, addressing the nation’s growing need for digital talent. However, when compared to similar initiatives that have been in place in China for decades, Indonesia’s progress seems relatively delayed. Nonetheless, as the saying goes, “better late than never.” In this article, I will explore the valuable lessons Indonesia can learn from China’s success in digitalizing education.
China’s Pioneering Digital Education Strategy
China’s role as a global leader in education digitalization began with its Education Informatization program, initiated in 1978. The first phase, known as Education Informatization 1.0, aimed to connect schools to the internet and develop online learning platforms. This ambitious effort significantly increased internet access in schools, from 25% to 90%, and provided digital learning spaces for 63 million teachers and students (Du, 2017).
By April 2018, China introduced Education Informatization 2.0, which incorporated advanced technologies such as artificial intelligence (AI), big data, and cloud computing. This phase emphasized not just access but also quality improvement in education through technology. Remarkably, these advancements were made years before AI tools like ChatGPT gained global attention in 2023.
Indonesia’s Progress and Challenges
In contrast, Indonesia still faces substantial challenges, particularly in ensuring equitable internet access across schools. Many schools lack adequate connectivity and devices, hindering the integration of digital learning. While initiatives such as the Platform Merdeka Mengajar (PMM) and Rumah Belajar, introduced by the Ministry of Education, have shown promise, their implementation remains at an early stage.
For example, a 2023 report by management consulting firm Oliver Wyman revealed that PMM had reached approximately 2.3 million users, including 40% of teachers in underprivileged and remote areas. Similarly, Rumah Belajar had around 666,708 student users and 273,509 teacher users by the end of 2020, highlighting that its full potential is yet to be realized nationwide.
While the Organisation for Economic Co-operation and Development (OECD) has recognized Indonesia’s efforts in digital transformation, a significant gap remains between current outcomes and the country’s aspirations.
The Need for a Comprehensive Long-Term Strategy
Unlike China’s structured and phased approach, Indonesia’s strategy for digital education lacks a cohesive long-term framework. Multiple ministries and institutions have developed their own plans, but integration and continuity remain a challenge.
For instance, the Ministry of Communication and Information Technology (Kominfo) outlined its Indonesia Digital Vision 2045 in 2024. This document categorized Indonesia’s digital transformation efforts in education as “emerging,” but it lacked a detailed roadmap for technology adoption. Meanwhile, the White Paper on Indonesia’s National Digital Economy Development Strategy 2030 by the Coordinating Ministry for Economic Affairs provides a more comprehensive plan but does not involve the Ministry of Education as a key player. Without effective coordination, the risk of fragmented implementation increases.
The National Development Planning Agency’s (Bappenas) Draft National Long-Term Development Plan (RPJPN) 2025–2045 introduces the concept of an adaptive digital transformation ecosystem. This includes developing a Super Digital Platform Indonesia to support digital infrastructure, quality curricula, and teacher training. However, the success of such initiatives will depend on consistent execution across political administrations.
Building on Existing Successes
Indonesia already has promising platforms, such as PMM, which can serve as the foundation for a Super Digital Platform. However, Indonesia’s political culture (often summarized as “new minister, new policies”) risks undermining the consistency required for long-term progress. Discontinuation or frequent modification of existing platforms could waste valuable resources and impede progress, particularly for teachers who rely on these tools to enhance their skills.
Similar inconsistencies are evident in curriculum development. For example, the Information and Communication Technology (ICT) subject was removed during the early stages of the 2013 Curriculum rollout, only to be reintroduced in 2019 under a new name, Informatics. Fortunately, the Kurikulum Merdeka retained Informatics with a focus on digital skills and logical thinking.
Lessons from China’s Consistency
To accelerate digital education, Indonesia can draw several lessons from China’s experience:
- Structured long-term planning: develop and implement a detailed, ambitious plan with clear phases and consistent evaluations.
- Political stability: foster a political environment that supports policy continuity across administrations.
- Strong government commitment: allocate substantial resources for research, development, and the deployment of educational technologies.
- Teacher training as a priority: Empower teachers with digital literacy as they are central to the success of digital transformation.
China’s success demonstrates how long-term vision, political stability, and robust government support can drive meaningful progress in digital education. For Indonesia, achieving a globally competitive digital education system will require collaboration across ministries, local governments, educators, parents, and the broader education community.
By maintaining policy consistency and maximizing the potential of its digital platforms, Indonesia can accelerate its journey toward an inclusive and advanced education system, ready to meet the demands of the digital era.
