Associate Professor at Universitas Airlangga in Indonesia speaks about flexible approaches to learning
Artificial intelligence has great potential to ensure equal access to quality education both in Indonesia and in other BRICS countries. This was stated by Probo Darono Yakti, Assistant Professor at the Department of International Relations, Faculty of Social and Political Sciences, Universitas Airlangga (Indonesia, Surabaya), on the TV BRICS programme “BRICS Dialogue”.
According to him, AI makes it possible to personalise learning by adapting content to the individual needs and pace of each student. In addition, it reduces the workload on teachers, allowing them to devote more attention to interaction with students.
“For large countries such as Indonesia, Brazil, India, China, Russia and South Africa, artificial intelligence can reduce inequality in access to knowledge. Digital platforms open up new opportunities for people living in remote regions,” Yakti said.
At the same time, he stressed that technology should complement, rather than replace, teachers. Successful AI adoption requires investment in digital infrastructure and specialist training, as well as the development of ethical standards and public policy to ensure high-quality education.
Indonesia, in turn, can share with BRICS countries its experience of combining formal and non-formal education. According to the expert, this approach has played an important role in reaching adult learners and residents of remote areas.
“Indonesia’s experience shows that acquiring knowledge does not always require a traditional classroom-based system. Flexible approaches can make a significant contribution to human capital development and greater social mobility,” he said.
Yakti explained the difference between the two forms of learning. Formal education is structured learning in schools, vocational institutions and universities that follow the national curriculum and provide recognised qualifications. Non-formal education includes community centres, vocational training programmes, lifelong learning initiatives, as well as various forms of skills development outside the traditional school system.
“The education systems of BRICS countries should prioritise the development of critical thinking, digital literacy, creativity, communication skills, adaptability and cross-cultural understanding. This will help future generations successfully adapt to technological change and strengthen cooperation across the Global South,” he concluded.
African Times published this article in partnership with International Media Network TV BRICS
