Reimagining Civic Education through AI-Supported Blended Learning in Indonesia: A Qualitative Inquiry into Policy Awareness, Participation, and Diversity Hastangka, Herlinawati, Benny Widaryanto
National Research and Innovation Agency
Abstract
The ongoing digital transformation of education in Indonesia presents both opportunities and tensions in fostering civic engagement and inclusive policy education. Within the broader agenda of achieving the Sustainable Development Goals (SDGs), there is a growing need to rethink how pedagogical innovation can cultivate critical civic awareness, participation, and respect for diversity. This study explores how artificial intelligence (AI), when integrated into blended learning environments, reshapes the meanings, practices, and experiences of civic education in Indonesia.
This research draws on narrative interviews, reflective dialogues, and document analysis involving educators and learners engaged in AI-supported civic learning practices. Rather than focusing on institutional levels, the study centers on lived experiences and meaning-making processes as participants interact with digital tools to explore issues of public policy, social justice, and cultural diversity. This study contributes to the literature by offering (1) a conceptual understanding of AI as a mediating tool in civic meaning-making, (2) empirical insights into AI-supported civic learning in a culturally diverse context, and (3) a critical perspective on the ethical implications of AI integration in education. The findings provide implications for educators and policymakers seeking to align digital transformation with democratic values and the Sustainable Development Goals (SDGs).
The findings reveal that AI-supported blended learning environments create dialogic and reflective spaces where civic knowledge is not merely transmitted but co-constructed. Participants reinterpret policy issues through their sociocultural contexts, negotiate diverse perspectives, and develop a more situated understanding of citizenship. At the same time, the integration of AI introduces ethical and epistemic questions, particularly concerning authority, bias, and the role of human judgment in learning. Digital inequality and uneven media literacy also shape how participants engage with these technologies.
This study contributes to pedagogical innovation by offering a context-sensitive perspective on the transformative potential of AI in civic education. It highlights the importance of embedding critical, ethical, and culturally responsive approaches in technology-enhanced learning to support inclusive civic participation in Indonesia^s diverse society. The paper provides insights for educators, researchers, and policymakers seeking to align digital transformation with democratic values and sustainable development
