Academics: AI Restrictions Are Not the Primary Solution for Education
Singaraja, Bali — I Komang Agus Widiantara, an academic at the Hindu State Institute (IAHN) Mpu Kuturan in Singaraja, contends that restricting artificial intelligence use is not the primary solution for building excellent and globally competitive education.
“Total restriction of AI use is not an appropriate long-term solution. In an era of increasingly rapid digital transformation, literacy regarding AI technology has become a fundamental skill that young people must possess,” he stated in Singaraja, Bali, on Saturday.
According to him, if students are not introduced to this technology at all, they risk falling behind in global competencies that increasingly demand digital literacy and artificial intelligence capabilities.
He explained that excessively strict restrictions in school environments can create additional consequences. Students may continue using AI covertly without the knowledge of teachers or school authorities.
“This situation is actually more dangerous because the use of technology occurs without supervision and without adequate understanding of the ethics involved in responsibly using AI,” he said.
In the future, he noted, the job market is predicted to become increasingly dependent on artificial intelligence technology. Various industrial sectors are beginning to utilise AI to enhance work efficiency and productivity.
If educational institutions entirely prohibit AI use, the education system risks becoming disconnected from the social and technological developments occurring in society. As a result, students may experience skill gaps when entering the workforce.
This situation demands a more balanced approach to AI use in educational environments. Schools should not merely focus on restricting technology use, but also need to design strategies for utilising AI educationally.
“For example, AI can be utilised as a source of idea inspiration, a learning simulation medium, or a tool for exploring complex concepts in various fields of study,” he said.
On another level, the learning system in schools also needs to emphasise the importance of the thinking process rather than simply the final outcome.
Education should encourage students to reflect, construct arguments, and develop strong analytical capabilities. In this way, AI technology does not become a replacement for the thinking process, but rather a supporting tool in enriching the learning experience.
“Another equally important effort is designing an AI literacy programme for students. This literacy includes understanding how AI technology works, its potential benefits, as well as the risks and ethics of its use,” Widiantara said.
He believes that with good literacy, students can use AI critically and responsibly, rather than merely as a tool for obtaining instant answers.
From the perspective of communication and education, the primary challenge is not merely regulating technology use, but also governing how humans interact with the technology.
“Education needs to build awareness that technology is merely a tool, while thinking ability, ethical values, and responsibility remain the foundation in the learning process,” he stated.
For now, he said, restricting AI use in schools is indeed still necessary as an initial response to extremely rapid technological disruption.
However, in the long term, a more effective approach is developing critical, ethical, and reflective AI literacy education.
In this way, technology is not viewed as a threat, but rather as a means that can strengthen education quality and prepare young people for the future.