STEM learning increasingly involves helping students understand not only scientific principles but also the technologies shaping everyday life. In Indonesia, the 2026 Science Film Festival is bringing these themes together through science films, experiments and discussions about the benefits and risks of artificial intelligence (AI). 

The festival was officially opened in Jakarta on 6 October 2026. According to Indonesia’s Ministry of Primary and Secondary Education, the event is organised by the Goethe-Institut and supported by partners. The 17th edition is scheduled to run in a hybrid format from 6 October to 14 November 2026, reaching students from elementary to high school levels in 70 districts and cities. Its programme includes 20 science films from seven countries, alongside experiments intended to make science engaging and accessible. 

Science Films as a Starting Point for STEM Learning 

Science films can introduce learners to topics that may be difficult to demonstrate directly in a classroom. Visual explanations can help students encounter unfamiliar processes, scientific discoveries and technological applications before discussing them with teachers or attempting related activities. 

At the Science Film Festival 2026, films are paired with experiments, giving students an opportunity to move beyond watching and ask how the ideas presented might be investigated. The Indonesian ministry says that the activities are intended to inspire students to develop ideas and try things for themselves. 

This combination can support STEM learning when viewing is followed by questioning and practical work. Teachers might ask students to identify the scientific principle in a film, explain the evidence presented or design a simple activity that tests a related concept. Such classroom extensions are possible teaching applications rather than a claim that every festival participant completes the same tasks. 

The approach also creates opportunities for discussion. Students can compare interpretations, identify unanswered questions and distinguish between a scientific explanation and an unsupported claim. This is particularly valuable when films introduce complex subjects that require further explanation. 

Introducing Artificial Intelligence Through Science Education 

AI is a key theme of the 2026 festival. Indonesian education officials have connected the event with the national STEM programme, described as “Dare to Try, Creative to Create”. The ministry has emphasised that students should learn about AI while developing the ability to use it carefully and responsibly. 

AI already influences areas such as communication, education, industry and environmental work. Understanding it therefore involves more than learning the names of digital tools. Students also need to consider how these systems produce outputs, what they can and cannot do, and why their responses should be checked. 

The festival’s approach offers a way to introduce these questions through films and related activities. A classroom discussion could ask learners to compare an AI-generated answer with information from a reliable source, identify possible errors or consider how the information was produced. Such exercises can help students see that a fluent response is not necessarily an accurate one. 

The event also highlights the importance of examining AI’s wider effects. The ministry’s report identifies concerns involving data use, transparency, fairness and the energy requirements of large-scale computing. 

Why Responsible AI Use Belongs in STEM Learning 

Learning about AI requires both technical understanding and critical judgement. Students need opportunities to recognise the usefulness of a technology without assuming that it is always reliable or appropriate. 

The festival’s emphasis on responsible AI use reflects this balance. German Ambassador to Indonesia Ralf Beste highlighted the need for critical thinking, noting that AI can help people but can also spread misinformation or be used to manipulate. Students therefore need to distinguish authentic information from fabricated or manipulated content. 

Teachers can address these issues through structured activities. Students might examine two explanations of the same scientific question, check claims against trusted references and identify statements that lack evidence. They can then explain which information they accept and why. 

AI-related lessons can also introduce questions about privacy and fairness. Learners can discuss why personal information should be protected, how biased information may affect outputs and why human judgement remains important. These discussions can be adapted to different age groups without requiring advanced programming. 

Responsible AI use should not be presented as a separate topic disconnected from science. It can form part of broader STEM learning by encouraging students to examine evidence, evaluate tools and consider the consequences of technological decisions. 

Connecting STEM With Real-World Problems 

Indonesia’s ministry has encouraged teachers to connect STEM activities with real-world problems. The reported approach asks students to investigate questions, conduct experiments and design, test and refine possible solutions. It also refers to five principles for school STEM learning: easy, affordable, fun, mindful and meaningful. 

These principles can help teachers design activities that are accessible and purposeful. A project does not necessarily need sophisticated equipment to encourage scientific reasoning. Students can investigate everyday materials, observe environmental conditions, compare measurements or build a simple model using readily available resources. 

The important element is the learning process. Students should understand the question they are investigating, gather relevant evidence and explain how their findings support a conclusion. If an initial design does not work, they can identify what needs to change and test a revised version. 

Films can provide an initial context for this process. After viewing a science-related story, students can discuss a problem, identify the concepts involved and develop a small investigation. Teachers can then connect the activity to curriculum content and encourage students to share their observations. 

Reaching Learners Through a Hybrid Festival 

The festival’s hybrid format is intended to reach students across 70 districts and cities in Indonesia. Its combination of films and experiments provides more than one way to engage with science content, while the range of participating school levels allows the programme to reach learners at different stages of their education. 

The announcement does not provide a breakdown of participation by region or detailed evidence of learning outcomes. However, the planned reach indicates an effort to bring the event to students beyond a single venue. 

For hybrid science programmes, access to the material is only one part of effective participation. Students also benefit from opportunities to discuss what they have watched, ask questions and carry out activities with suitable guidance. Teachers can help connect festival content to lessons before and after viewing. 

Follow-up activities may also help students retain what they learn. A short report, group presentation, experiment log or discussion about a film’s scientific claims can encourage learners to revisit the material and communicate their understanding. 

Building Critical Thinking Alongside Scientific Curiosity 

The Science Film Festival seeks to encourage curiosity, creativity, experimentation and critical thinking. These goals are relevant to science education because learners need to do more than accept information. They should develop the habit of asking how a claim was established and what evidence supports it. 

The festival’s focus on AI makes this particularly important. Students can learn to question the reliability of digital content while exploring how technology can contribute to scientific work and environmental solutions. The aim is not simply to familiarise them with AI tools, but to encourage thoughtful decisions about their use. 

Schools can reinforce this approach by rewarding clear explanations, careful observation and evidence-based conclusions. Students should be able to acknowledge uncertainty, revise an answer when new evidence emerges and explain the reasoning behind their decisions. 

These habits are useful across science, technology, engineering and mathematics. They also support digital literacy by helping students evaluate information and recognise the limits of automated systems. 

Conclusion 

Indonesia’s Science Film Festival 2026 combines films, experiments and AI awareness to make science education more engaging while promoting responsible technology use. Running from 6 October to 14 November, the festival is planned to reach students across 70 districts and cities, with content for learners from elementary to high school levels. 

Its emphasis on experimentation and critical thinking offers a useful model for connecting STEM learning with current technological questions. The educational impact will depend in part on how students and teachers follow up on the festival activities, discuss the evidence presented and apply what they learn. By pairing curiosity with careful evaluation, schools can help learners approach both science and AI with greater understanding. 

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