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This paper presents a nationwide survey of 349 Indonesian K-12 teachers to understand the current state of AI adoption in education. The study reveals that AI is increasingly used for pedagogy, content development, and teaching media, particularly to reduce instructional preparation workload. However, the effectiveness of AI integration is limited by generic outputs, infrastructure constraints, and a lack of contextual alignment, highlighting the need for tailored AI solutions and policies.
Indonesian teachers are already using AI to lighten their workload, but current tools are too generic and disconnected from local context to be truly effective.
Despite emerging use in Indonesian classrooms, there is limited large-scale, teacher-centred evidence on how AI is used in practice and what support teachers need, hindering the development of context-appropriate AI systems and policies. To address this gap, we conduct a nationwide survey of 349 K-12 teachers across elementary, junior high, and senior high schools. We find increasing use of AI for pedagogy, content development, and teaching media, although adoption remains uneven. Elementary teachers report more consistent use, while senior high teachers engage less; mid-career teachers assign higher importance to AI, and teachers in Eastern Indonesia perceive greater value. Across levels, teachers primarily use AI to reduce instructional preparation workload (e.g., assessment, lesson planning, and material development). However, generic outputs, infrastructure constraints, and limited contextual alignment continue to hinder effective classroom integration.
