Cambridge Report Urges Indonesian Teachers to Have a Say in School AI Policy

Cambridge University Press Assessment released a report, "Shaping AI Policy and Practice in English Language Teaching," recommending that Indonesian policymakers work closely with teachers to shape school AI policy. The report draws on best practices of early-adopter English language teachers worldwide and earlier Cambridge research on AI and teacher use, setting out eight key principles. Its director of research, Evelina Galaczi, said teachers and learners should contribute to the design, procurement, implementation and evaluation of GenAI tools.

The report shifts teachers from implementers of AI policy to participants in design, procurement, implementation and evaluation, directly affecting how schools select and deploy AI tools. For teachers, professional learning investment and AI literacy requirements become explicit; for product practitioners, entering the school market must respond to teacher participation and classroom realities. The report is advisory, with no evidence yet that the Indonesian government has adopted it or launched pilots. Teachers are advised to participate in the design, procurement, implementation and evaluation of AI tools, which may adjust school procurement and classroom use processes. The report calls for prioritizing investment in comprehensive, sustained teacher professional learning, making teacher AI literacy training needs clearer.