Public Relations of UPNVJ – The Institute for Quality Assurance and Learning Development (LPMPP) of the National Development University “Veteran” Jakarta (UPNVJ) through the Center for Compulsory Curriculum Courses (MKWK) held Technical Guidance for MKWK Lecturers on Wednesday, August 5, 2026, at 08.00–11.00 WIB at the UPNVJ Pondok Labu Campus, South Jakarta. The activity, led directly by the Head of the MKWK Center, Dra. Aniek Irawatie, M.Si., presented Associate Professor Taufan Teguh Akbari, M.Si., Ph.D. as the speaker.

This technical guidance equips lecturers to integrate artificial intelligence (AI) proportionally, transparently, ethically, and responsibly into Semester Learning Plans (RPS), teaching methods, and assessments. Through this activity, LPMPP UPNVJ encourages the use of AI as a tool to improve learning quality without replacing students' thinking processes, creativity, reflection, integrity, and academic responsibility.

The activity is aimed at producing a Personal Action Plan that lecturers can implement starting the following semester. Each participant is encouraged to develop revised RPS, Project-Based Learning (PjBL) strategies, provisions for student use of AI, authentic assessment designs, and a schedule for implementing AI-integrated learning.

Taufan explained that integrating AI into the RPS (Lecture Plan) isn't enough by simply adding provisions allowing students to use the technology. Lecturers need to restructure learning outcomes, methods, assignment formats, project-based activities, assessments, limits on AI use, and the parts of the work that must still be completed through human reasoning and decision-making.

Within this framework, AI is positioned as a tool to enhance learning, not a replacement for human capabilities. The use of technology must remain centered on thought processes, source verification, moral reflection, student academic voice, faculty accountability, and the core values embodied in the MKWK.

Lecturers are also directed to develop authentic assessments based on real-world problems, verified sources, process documentation, incremental revisions, presentations, and oral defenses. This approach is necessary to ensure that students not only submit results created through a single command or prompt, but also demonstrate analytical processes, decision-making, and reflection on their work.

The technical guidance materials differentiate AI uses based on risk levels. Using AI to harvest or transfer personal data, disguise academic fraud, generate false sources, or complete closed-door exams are among the unacceptable practices.

Conversely, AI can be used in limited ways to assist with editing, creating examples, conducting simulations, summarizing information, visualizing data, and supporting personalized learning. Its use must be openly stated, while the results obtained must remain subject to human review, assessment, and decision-making.

Transparency is a key principle in implementing AI-based learning. Students need to explain the AI tools used, the stages of the process involving the technology, and how AI contributed to the assigned assignment.

The same principle applies to lecturers. Teachers are encouraged to openly disclose their use of AI in material development, test preparation, rubric design, learning simulations, and providing feedback to students.

The application of AI was then adapted to the characteristics of four courses: Religious Education, Pancasila Education, Civic Education, and Indonesian Language. In Religious Education, AI can be used to compare perspectives and assist in the development of ethical dilemma scenarios. However, this technology cannot replace religious sources, moral authority, or students' reflection processes.

In Pancasila Education, AI can help map stakeholders, develop social scenarios, and support policy analysis based on Pancasila values. Students remain responsible for testing bias, verifying sources, engaging in deliberation, and determining solutions that reflect humanity, unity, democracy, and social justice.

In Civic Education, AI is directed to support digital civic literacy, public issue analysis, fact-checking, and deliberation simulations. The technology is not permitted to create disinformation, manipulate identities, generate deepfakes, or fabricate false evidence.

Meanwhile, in learning Indonesian, AI can function as a writing companion, language style comparison, limited editing tool, language criticism object, and audience simulator. Students must still maintain their ideas, personal voice, accuracy of sources, choice of language, and responsibility for authorship.

The technical guidance also introduces a number of tools that can be tailored to learning needs, including ChatGPT, Gemini, NotebookLM, Consensus, Scite, Perplexity, Google Fact Check Explorer, Canva Magic Studio, Grammarly, CapCut AI, and Adobe Podcast.

Lecturers are also equipped with prompt development techniques that cover roles, context, objectives, tasks, limitations, and output formats. This structure is necessary to ensure AI output is more specific, relevant to learning needs, and can be used responsibly.

Taufan has over 18 years of experience in higher education, focusing on communication, leadership, human resource development, community engagement, and sustainability. He has held several leadership positions at the LSPR Institute of Communication and Business, including Vice Rector for Student Affairs, Career, and Alumni and Vice Rector for Reputation, Business Innovation, and Stakeholder Engagement.

His track record also includes teaching, authorship, scientific publications, communication training, leadership development, and university transformation. This experience serves as a foundation for providing lecturers with a practical approach to developing technology-based learning that remains human-centered.

Through this technical guidance, the UPNVJ LPMPP, through the MKWK Center, encourages lecturers to develop more contextual, critical, collaborative, and evidence-based learning. AI integration is expected to not only enhance lecturers' ability to utilize technology but also strengthen academic integrity, assessment quality, and students' social responsibility.

The strengthening of lecturer competency also supports the policy of UPNVJ Rector, Prof. Dr. Anter Venus, MAComm., to improve the quality of learning and accelerate the university's academic transformation. The use of AI at UPNVJ is aimed at developing students who are adaptive to technological developments without losing critical thinking, humanitarian values, integrity, and national defense character.