通过全国教师调查，揭示印尼教育AI使用现状与支持需求。
Grounding AI-in-Education Development in Teachers' Voices: Findings from a National Survey in Indonesia
- 面向349名中小学教师开展全国调研，聚焦实际使用情况。
- 75%教师用AI减负，但基础设施与内容适配仍是主要障碍。
- 中年教师和东印尼教师更重视AI，小学教师使用更频繁。
尽管人工智能在印度尼西亚课堂中逐渐普及，但缺乏大规模、以教师为中心的实证数据，限制了适合本地情境的AI系统与政策发展。为填补这一空白，我们对来自小学、初中和高中的349名K-12教师开展了全国性调查。结果发现，教师在教学、内容开发和教学媒介方面对AI的使用呈上升趋势，但应用程度不均：小学教师使用更持续，高中教师参与较少；中年教师对AI重要性评价更高，东部地区教师感知价值更大。多数教师主要利用AI降低备课负担（如评估、教案设计和材料制作），但通用输出、基础设施不足及与教学场景脱节仍严重阻碍其有效融入课堂。
原文摘要 · Abstract (English)
Despite emerging use in Indonesian classrooms, there is limited large-scale, teacher-centred evidence on how AI is used in practice and what support teachers need, hindering the development of context-appropriate AI systems and policies. To address this gap, we conduct a nationwide survey of 349 K-12 teachers across elementary, junior high, and senior high schools. We find increasing use of AI for pedagogy, content development, and teaching media, although adoption remains uneven. Elementary teachers report more consistent use, while senior high teachers engage less; mid-career teachers assign higher importance to AI, and teachers in Eastern Indonesia perceive greater value. Across levels, teachers primarily use AI to reduce instructional preparation workload (e.g., assessment, lesson planning, and material development). However, generic outputs, infrastructure constraints, and limited contextual alignment continue to hinder effective classroom integration.
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