NATIONAL EDUCATION POLICY IN THE ERA OF AI DISRUPTION: STRATEGIC ADAPTATION OF HUMAN-CENTERED LEARNING MANAGEMENT
Suardin, Siti Rahmalia Natsir, Kamarudin

Universitas Muhammadiyah Buton

Abstract

The rapid development of artificial intelligence (AI) has triggered changes in the global education ecosystem and given rise to the public perception that AI can replace human intelligence. This situation demands an adaptive and humanity-oriented national policy. This study aims to empirically analyze the direction of national education policy and its implementation in response to AI disruption, with a focus on adaptation strategies towards human-centered learning. The research method uses a qualitative approach with a policy analysis design, involving analysis of national policy documents. The study results show that national education policy has integrated digital literacy principles, namely the integration of coding and AI subjects, strengthening the data ecosystem and AI literacy, and cross-sector collaboration for STEAM and AI. As a follow-up, teachers are equipped with capacity building programs through training in deep learning and coding. Several challenges are faced, including: infrastructure readiness and equitable access, teacher pedagogical readiness, ethical use of AI, and personal data protection. These findings develop an ^AI Human-Centered Policy Framework^ policy model that balances technological efficiency with moral, cultural, and socio-emotional values &#8203-&#8203-in learning. This model is expected to serve as a reference for policymakers in ensuring that AI transformation does not replace human intelligence, but rather strengthens human intelligence and character in the digital age.

Keywords: National Education Policy, Artificial Intelligence, Human-Centered Learning, Digital Transformation

Topic: Governance, Policy, and Education of Coastal Area