How to Use AI Ethically in Academic Writing? Insights from Dr. Soeharto

How to Use AI Ethically in Academic Writing? Insights from Dr. Soeharto

Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Virda Lalitya Umam

For many academics, the idea of using Artificial Intelligence in research still feels like stepping into uncharted territory. Concerns about authorship, originality, and academic integrity often dominate the discussion. But for Dr. Soeharto, Scholar in Residence at UIII’s Faculty of Education, the conversation has already shifted from whether to use AI (or not) to how to use it ethically and responsibly.

Besides being Scholar in Residence at UIII’s Faculty of Educatio, Dr. Soeharto is also a researcher at Indonesia’s National Research and Innovation Agency (BRIN). He has published papers in leading academic journals, some of which were developed with the assistance of AI. Speaking to students and the academic community at LunchTalk #43 on July 22, 2025, he emphasized that before integrating AI into scientific writing, scholars must first understand the relevant guidelines and be transparent about their use.

“When you use AI in scientific writing, the first thing you need to know is the guideline and the ethics,” he explained. “You have to be honest about which parts of your work use AI, which parts you can improve with AI, and which parts require input from other experts. Disclosing your AI use is an important academic integrity practice.”

Referencing Springer and Elsevier guidelines on how to use AI ethically, Dr. Soeharto noted that avoiding AI entirely in today’s research landscape is unrealistic. Instead, he encouraged scholars to embrace AI as a partner that can accelerate their work. “For academic work, don’t forget to disclose any AI-related assistance. We cannot avoid AI in scientific writing. It’s better to embrace it and use it as a partner to fasten our work,” he said.

Addressing concerns some scholars have about AI, particularly issues of authorship and originality, Dr. Soeharto offered reassurance. “As humans, we make mistakes and learn from experience. If you lack certain experiences, you might need a partner. AI can help you. But you must use AI ethically, without becoming 100% dependent on it. The main actor in research is still you; AI is just a tool to help you work faster.”

As UIII continues to nurture a research culture grounded in integrity and global engagement, discussions like this LunchTalk serve as vital reminders that technology should strengthen, not compromise, scholarly values. By equipping its academic community with the knowledge to use AI responsibly, UIII reaffirms its commitment to producing research that is both innovative and ethical — ensuring that, in an era of rapid technological change, its scholars remain leaders in both integrity and impact.

source: https://uiii.ac.id/how-to-use-ai-ethically-in-academic-writing-insights-from-dr-soeharto/


It’s Now or Never: Overcoming Self-Doubt

It’s Now or Never: Overcoming Self-Doubt

By Rakim Legawan Sammy

When I got the email confirming that my paper had been accepted for presentation at the Thailand International Conference on Education Research (TaICER 2025), my heart skipped a beat. At first, I was excited. Then the doubts started creeping in. I even consulted one of my professors about what I should do.
Can I do this?
What if my presentation isn’t good enough?
What if I stand there, forget my lines, and embarrass myself?
As a Filipino student studying at Universitas Islam Internasional Indonesia, this would be my first time presenting internationally. The conference theme, “The Education for the Future”, sounded big and visionary — and I wasn’t sure if my voice belonged there. But at some point, I told myself: It’s now or never.
I raised my concern with my former mentor during my undergraduate studies, as he knows me well from years as his student. His words of motivation fueled my interest to step out of the box. On August 6, I flew from Jakarta to Bangkok. It was more than just a trip — it felt like crossing a bridge from my comfort zone into the unknown. The moment I stepped into the Asawin Grand Convention Hotel, I felt the weight of the event. Scholars, educators, and researchers worldwide were there, speaking confidently in the lobby, exchanging ideas, and setting up for their sessions. I looked around and realized — I was the only Filipino presenter.
The first day was packed with sessions and keynote speeches. I listened to experts talk about transforming education, the power of technology in the classroom, and the need for global cooperation. Their passion was inspiring, but it also made my nervousness worse. Am I ready to stand among them? When my presentation slot came, my heart raced. I walked to the front and greeted the audience, but my hands felt cold momentarily. But then I remembered why I was there. I spoke about my research with sincerity, telling the stories behind my findings and why they mattered. Slowly, my nerves faded, replaced by a steady rhythm. By the time I finished, I could see nods from the audience — and I knew I had done my part.
The conference wasn’t just about presenting; it was also about connecting. I met Sir François Staring, an OECD policy analyst whose work on education policy gave me a fresh perspective on my study. I conversed with people from SEAMEO SEA-TEP, representing Malaysia, Indonesia, Thailand, Cambodia, and Kazakhstan. I even met Dr Murni Ramli, from Universitas Sebelas Maret, whose energy and ideas were contagious.
One of my favorite moments happened during a coffee break. I was chatting with Dr Wahyudi, Director SEAMEO SEAMOLEC, Jakarta, Indonesia, and his words stuck with me. I realized that the journey in academia is not about proving yourself to others; it’s about continuously learning, sharing, and growing.Those words felt like they were meant just for me.
Throughout the two-day conference, I realized that my initial doubts were not signs of inadequacy, but natural feelings when stepping into a bigger arena. I learned that self-doubt can paralyze or push us to prepare harder, listen deeper, and speak more meaningfully. The key is to take that first step despite the uncertainty. By the end of the two-day event, I wasn’t the same person who boarded that plane from Jakarta. I left Bangkok with new friends, valuable connections, and a stronger belief in myself. More importantly, I learned that self-doubt doesn’t mean you’re unqualified — it means you care enough to want to do well. Standing on that stage taught me courage isn’t the absence of fear, but the decision to move forward despite it. And sometimes, opportunities won’t come knocking twice. You have to take them when they arrive. You have to tell yourself, it’s now or never.

Critical Islamic educational leadership: investigating how Islamic pedagogic models shape leadership practices

Supriyono, Sumintono, B., & Hakim, L. N. (2025). Critical Islamic educational leadership: investigating how Islamic pedagogic models shape leadership practices. British Journal of Religious Education, 1–18. https://doi.org/10.1080/01416200.2025.2542225

 

ABSTRACT

Despite the growing scholarly interest in Islamic educational leadership across diverse global contexts, studies in this area are noted to lack a critical approach. Guided by a critical transformative paradigm, this study seeks to address the gap by exploring the potential of adopting certain Islamic pedagogic models in shaping leadership practices. This qualitative case study delves into two Islamic boarding schools with different education models in East Java, Indonesia. This research utilises documents, focus group discussions, interviews, and observations for data collection, subjecting the data to thematic analysis. The findings demonstrate that adopting different pedagogical models indicatively yields distinct leadership practices. The school with a moral disciplining model (ta’dib) generates strong patriarchal tendency, fostering an authoritative leadership style with an exclusive school culture and autocratic decision-making. Conversely, the school with a critical pedagogic model (tarbiyah) creates a balanced power dynamic, facilitated by critical thinking and critical dialogue between leader and followers, further supporting the transformative leadership practices with an inclusive school culture and deliberative decision-making. The findings indicate a reciprocal connection between education model and leadership, signifying the need to reform the school’s education system – by employing a critical pedagogic model – to enhance the critical transformative leadership practices.


Effective Leadership for Turnaround Schools: An Indonesian Perspective

Hariri, H., Sumintono, B., Mukhlis, H., Mutohar, A. (2025). Effective Leadership for Turnaround Schools: An Indonesian Perspective. In: Liu, P., Thien, L.M. (eds) Turnaround Leadership in Southeast Asian Countries. Springer, Singapore. https://doi.org/10.1007/978-981-96-7894-5_6

 

Abstract

Leadership is pivotal in the success of a school, particularly when it undergoes a transformation from a low-performing school to an effective one, referred to as a turnaround school. However, little is understood about the notion of turnaround school, especially in developing countries like Indonesia. This research aims to reveal the leadership strategies implemented in Indonesian primary schools that have successfully executed a turnaround from unfavourable conditions. Employing a qualitative interpretive approach to deeply explore the intricate dynamics of educational leadership in Indonesian schools, we conducted in-depth interviews with three principals recognised for bringing about significant change in their institutions as well as ten teachers who worked in those schools.


Lunch Talk #44: Is America's Education Empire Crumbling in the Shadow of China's Rise?

You are invited to join the Lunch Talk #44 at the Faculty of Education, UIII

R. Alpha Amirrachman, MPhil, PhD (Lecturer at the Faculty of Education UIII) will share about whether America's Education Empire Crumbling in the Shadow of China's Rise.

This talk aims to examine the evolving landscape of American education amid global shifts, highlighting concerns over declining U.S. influence as China's system advances. It critically assesses potential causes, including policy changes under recent administrations, the erosion of pluralism, and the transition from Diversity, Equity, and Inclusion principles to merit-based approaches, urging a balanced reevaluation for future competitiveness.

Day/Date: Tuesday/August 19, 2025
Time: 13.00-14.30 (Jakarta Time)
Place: Theater, Faculty A Building

Online participation:
https://bit.ly/LunchTalkEdu44

E-Certificate is provided

Thank you!

Recorded on YouTube

https://www.youtube.com/watch?v=YW5mm_MfrQQ


Standing Side by Side: Rediscovering Humanity through the Lens of Human Fraternity

Standing Side by Side: Rediscovering Humanity through the Lens of Human Fraternity

 

Uswatun Hasanah

PhD Student in Education batch 3

 

Tuesday, 29th July 2025, marked a historic moment for Indonesia, as it witnessed the official launch of the International Institute for Human Fraternity (IIHF) through a two-day international conference themed “Advancing Human Fraternity Amidst Global Uncertainties: Toward a More Peaceful and Prosperous World Civilization.” The event was initiated by the Higher Committee of Human Fraternity (HCHF), in collaboration with Universitas Islam Internasional Indonesia (UIII). This momentum represented a concrete follow-up to the Document on Human Fraternity, signed in Abu Dhabi in 2019 by Pope Francis and Grand Imam of Al-Azhar, Sheikh Ahmed el-Tayeb. The document laid the foundation for promoting peace, mutual understanding, and coexistence across global communities.

The opening ceremony was led by three prominent figures: Prof. Jamhari, Rector of UIII; Dr. Khalid Al-Ghaith, Secretary General of the Higher Committee of Human Fraternity; and Dr. Pratikno, Coordinating Minister for Human Development and Cultural Affairs of Indonesia. Their presence highlighted the importance of this initiative in advancing global peace, interfaith dialogue, and the values of human fraternity. The establishment of the IIHF signifies Indonesia’s growing leadership in fostering inclusive cooperation and ethical responsibility at the international level.

The event continued with a series of thoughtful and emotionally resonant sessions addressing urgent humanitarian issues across the globe. Participants from diverse backgrounds (professions, religions, communities, races, and countries) immersed themselves in the event with a shared goal and a united vision: to take meaningful action in supporting displaced individuals, stateless people, and marginalized communities, so they can live their lives with dignity, recognition, and purpose.

This sense of unity became especially clear during Session 1, titled “Building Fraternity Across Borders: Migration, Poverty Alleviation, and Refugee Solidarity,” when the discussion turned to the global refugee crisis. The session seemed to bring everyone together, as if we were all in the same boat, driven by a shared desire to contribute through our own roles and efforts as a real expression of human fraternity.

This idea was reinforced by one of the speakers, Dr. Valeria Martano, Consultor of the Pontifical Council for Interreligious Dialogue, who offered a powerful reflection on the language we use when engaging with difference. She challenged the use of the word tolerance, explaining that it can imply a sense of superiority, as if one group is in the position to 'tolerate' another. Instead, she proposed the terms coexistence and mutual respect, which suggest equality and shared dignity. Her insight reminded me that true human fraternity is not about enduring each other’s presence, but about walking alongside one another with humility and genuine respect. It’s not about who gives space to whom, but how we share that space.

 During this event, I had a conversation with Simon from the Eden community, whose existence I had not been aware of before. It made me realize that just because something is unseen doesn't mean it doesn't exist. And if it does exist, whether it's a voice, a struggle, or an identity, it deserves to be recognized with equal rights, equal opportunities, and shared responsibilities.

 

 

 

 

 

 

In the third session on the first day, during the discussion on The Media's Role in Bridging Divides, Combating Misinformation, and Promoting Human Fraternity, Simon shared that his community often faces discrimination and even persecution as a result of misleading information circulated on social media. I felt a deep sense of empathy when he shared that reality. It made me realize that while the Human Fraternity program addresses global issues on a broad scale, its values should be applied in our immediate surroundings. This experience reminded me that we don’t always have to look far to practice human fraternity; it starts with the smallest actions and the people closest to us.

The values of accepting diversity and living side by side with others have been deeply instilled at UIII. One of the courses offered at the Faculty of Education is Education in a Pluralistic Society, taught by the Dean, Prof. Nina Nurmila. In this course, she invited guest speakers from minority groups such as the Bahá’í, Shi’a, and Ahmadi communities. Being exposed to their stories and presence made me realize something deeply significant that they are human beings, just like me. When I shook their hands, I felt their skin touching mine , and it felt no different. When they shared joyful stories, their eyes lit up, and I smiled with them. But when they shared painful memories of being discriminated against and persecuted, it tore my heart. In those moments, I stopped seeing differences in labels and started seeing shared humanity.

At the heart of this entire experience, I came to understand a deeper dimension of solidarity. It is important to hold on to our identity, our faith, our culture, our background, but sometimes, the most profound act of fraternity is being willing to set it aside, to stand side by side with those who remain unrecognized by the systems around them. Setting aside our identity, in this sense, becomes an act of compassion and solidarity. It is not a loss, but a gift, an intentional step back to allow others to step forward. As the saying goes, "Nothing can be gained without losing; even heaven demands death." If letting go of our identity allows our brothers and sisters to reclaim theirs, then the gain is far greater. And that, to me, is what human fraternity truly means.

 


Symposium: Culturally-Informed Educational Leadership in Asia

Culturally-Informed Educational Leadership in Asia

Educational leadership is shaped by cultural values, beliefs, and societal norms, yet much of the scholarship in this field remains grounded in Western paradigms. This symposium provides a critical lens on educational leadership from an Asian cultural perspective, exploring how leadership practices across different countries are influenced by their respective cultural and belief systems. Featuring case studies from three Asian countries, this symposium invites researchers, practitioners, and graduate students to engage in cross-cultural dialogue and rethink leadership through a cultural lens.


School Leadership Resilience During the COVID-19 Pandemic: Indonesian Experience

Mutohar, A., Sumintono, B., Julianto, V. (2025). School Leadership Resilience During the COVID-19 Pandemic: Indonesian Experience. In: Zainuddin, Z., Sumintono, B., Perera, C.J. (eds) Resilient and Sustainable Education Futures. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-96-4971-6_12


Islamic Leadership and School Resilience in Times of Crisis: Lessons from Indonesian Primary Schools Post-COVID-19 Pandemic

Hariri, H., Mukhlis, H., Sumintono, B., Supriyono (2025). Islamic Leadership and School Resilience in Times of Crisis: Lessons from Indonesian Primary Schools Post-COVID-19 Pandemic. In: Zainuddin, Z., Sumintono, B., Perera, C.J. (eds) Resilient and Sustainable Education Futures. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-96-4971-6_13