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Abstract

The development of artificial intelligence (AI) has brought significant transformations to the teaching of Indonesian for Foreign Speakers (Bahasa Indonesia bagi Penutur Asing, BIPA). This empirical qualitative study aims to describe the challenges faced by BIPA teachers in integrating AI into language instruction and the strategies they employ to balance the use of technology with the preservation of local culture. Data were collected through in-depth interviews, classroom observations, and the analysis of teaching-material documents involving three BIPA teachers at Bali State Polytechnic who were selected through purposive sampling. The data were analyzed using thematic analysis. The findings indicate that teachers use generative AI to improve efficiency in developing instructional materials, identifying textual references, and designing learning assessments. However, two major challenges emerged: (1) limited digital literacy, which requires a longer period of adaptation, and (2) concerns about the diminishing humanistic dimensions of learning, as AI tends to generate cultural descriptions that are generic and insufficiently contextualized. To address these challenges, teachers cross-validate AI-generated outputs against their knowledge of and engagement with Balinese local culture, including the Subak philosophy and traditional cuisine, to preserve cultural context and meaning in the learning process. The study concludes that, in the context of Bali State Polytechnic, AI serves as a pedagogical support tool, while teachers continue to play an essential role as learning mediators and guardians of cultural authenticity.

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