Commemorating independence at 81 years of age for Indonesia should\nnot stop at ceremonies, flag-raising, or remembering the struggles of\npredecessors. For a generation living amid technological acceleration,\nindependence has an increasingly broad meaning: the ability to stand on\none\u2019s own strength, including mastering technology and safeguarding the\nnation\u2019s digital sovereignty.<\/p>\n
Today, people\u2019s lives can hardly be separated from technology. We\nlearn through digital platforms, transact online, store information in\nvarious digital services, and use artificial intelligence to help\ncomplete work.<\/p>\n
This dependence raises an important question: will we only be users\nof technology, or can we become a nation that helps create and determine\nthe direction of its development?<\/p>\n
This is one form of struggle for Indonesia\u2019s young generation today.\nIndependence in the digital era cannot be sufficiently understood merely\nas the freedom to use technology. More broadly, independence means\nhaving the ability to create technology that provides benefits,\nmaintains information security, respects privacy, and solves societal\nproblems.<\/p>\n
We do not want the younger generation to become mere technology\nconsumers who use various applications made by other parties every day\nwithout understanding how the technology works and how their data is\nmanaged. Indonesia needs a generation that dares to move up a class:\nfrom users to creators, from consumers to innovators, and from\nopportunity seekers to opportunity creators. Therefore, technology\neducation bears a great responsibility.<\/p>\n
As Head of the Informatics Study Programme at Universitas Nusa\nMandiri, I see that informatics students are not sufficiently equipped\nmerely with the ability to write code. Technical ability is indeed an\nimportant foundation, but technology always has social consequences. A\nsystem we build will be used by humans, store human data, and\npotentially affect human life.<\/p>\n
A prospective technology professional must possess critical thinking\nskills and ethical awareness. When students study artificial\nintelligence, for example, they not only need to understand how to build\nmodels or utilise algorithms. They also need to understand issues of\nprivacy, data security, bias, transparency, and the impact of technology\non society.<\/p>\n
Likewise, when they build an information system. Security must not be\nconsidered only after the system is completed. Data protection and\nprivacy must be part of the process from the outset.<\/p>\n
Great technology is not merely sophisticated technology. Great\ntechnology is technology that can solve problems without creating new,\nlarger problems. This is where higher education must play a role.<\/p>\n
Campuses must become spaces that allow students to experiment, test\nideas, make mistakes, learn from the process, then improve and produce\nbetter solutions. Technology education must not become trapped in theory\nthat is far removed from societal problems.<\/p>\n
Students must obtain opportunities to connect the knowledge they\nlearn with real needs. When a student develops an application to help\nmicro, small, and medium enterprises, for example, they are actually\nlearning more than just programming. They are learning to understand\nuser needs, design solutions, manage data, consider system security, and\nsimultaneously understand the economic problems of society.<\/p>\n
When students create systems that assist public services, they are\nlearning that technology has a humanitarian dimension. And when they\ncreate more accessible educational solutions, they are demonstrating\nthat technology can be an instrument for equalising opportunity.<\/p>\n
This is where the relationship between technology and independence\nlies. Independence should provide space for everyone to develop.\nTechnology can expand that space if used responsibly. However,\ntechnology can also create inequality if controlled only by a few\nparties.<\/p>\n
Therefore, building human resources who master technology is not\nmerely an industrial necessity. It is part of the nation\u2019s strategic\ninvestment. Indonesia has a young generation with great creativity. The\nchallenge is how that potential is directed into competencies and works\nthat have an impact.<\/p>\n
We need more programmers, data scientists, cybersecurity experts,\nartificial intelligence developers, researchers, technopreneurs, and\ntechnology professionals who are not only technically excellent but also\nhave concern for society.<\/p>\n
As a Digital Business Campus, Universitas Nusa Mandiri views\ntechnology education as part of efforts to prepare a generation that is\nadaptive to change. Students are not only directed to understand\ntechnology but are also encouraged to see technology as an instrument\nfor creating value and solving problems.<\/p>\n
This spirit aligns with Universitas Nusa Mandiri\u2019s commitment: Turn\nDreams into Achievements. That slogan will have meaning when students\u2019\ndreams are truly translated into competencies, works, innovations, and\ncontributions.<\/p>\n
Ultimately, digital sovereignty will not be born merely from the\nhardware or software we possess. Digital sovereignty is born from people\nwho are able to create, manage, secure, and use technology\nresponsibly.<\/p>\n
At this momentum of 81 years of Indonesian independence, let us\nbroaden the meaning of independence. Independence is not only freedom\nfrom colonisation, but also freedom from dependence on knowledge and\ntechnology.<\/p>\n
To students, keep learning and do not be afraid to experiment. To the\nyoung generation with aspirations\u2026<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/independence-means-digital-sovereignty-1787208777", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }