The Indonesian Curriculum in the Era of Generative AI: Reconstructing Competencies and Learning Strategies for the Future of Education

Abstract

The rapid development of Generative Artificial Intelligence (GenAI) is challenging conventional assumptions about what students need to learn and how learning should be organized. This study aims to examine the need for reconstructing the Indonesian curriculum in response to GenAI, particularly in relation to future-oriented competencies and learning strategies. A qualitative exploratory design was employed involving curriculum experts, educators, and educational practitioners. Data were collected through semi-structured interviews, observations of learning practices, and document analysis, and were analyzed thematically using source and methodological triangulation. The findings indicate that GenAI requires a shift from technology integration toward curriculum reconstruction. Three interconnected dimensions emerged: the reconstruction of future-oriented competencies, the transformation of learning strategies through human–AI collaboration, and the strengthening of human-centered values. Students need not only AI literacy but also critical thinking, creativity, problem-solving, information evaluation, adaptability, ethical judgment, and the ability to collaborate meaningfully with AI. The findings further indicate that inquiry-based, problem-based, project-based, reflective, and verification-oriented learning strategies are more appropriate than approaches focused primarily on knowledge reproduction. The study contributes a Generative AI Curriculum Reconstruction Framework that integrates future-oriented competencies, human–AI learning strategies, and human-centered values. This framework extends existing AI-in-education perspectives by positioning GenAI as a catalyst for curriculum transformation rather than merely an instructional technology.