The idea for this project was a response to the alarming number of Indonesian teachers trapped in online loan cycles. The systemic failure stems not from the lending institutions’ fraudulent conduct, since they have been assessed and monitored by the Financial Services Authority (OJK), but rather from the lack of financial literacy among borrowers, which hinders them from effectively managing their debt obligations. While digital financial platforms democratized access to credit, most consumers fail to meet their repayment obligations. It presents a paradoxical situation where educators lack the financial literacy to navigate modern economic systems. This problem requires an immediate solution to prevent it from escalating into a broader national financial problem.
Therefore, this project will develop a financial literacy module specifically tailored to address the economic realities faced by teachers. The module will equip teachers with financial knowledge and skills, focusing on the responsible utilization of digital credit platforms. The module development team will engage financial professionals to ensure they meet the principles and standards. The project will also invite teacher representatives to offer feedback during the pilot and dissemination sessions.
The project will focus on three cities in Indonesia: Garut, Semarang, and Yogyakarta. Data from OJK mentions that West Java currently holds the highest amount of online debt, while Central Java ranks fifth. Within the statistics, teachers are the professional demographic most frequently trapped in legal and illegal online debts. Despite the region’s high economic capacity, the population exhibits low economic resilience.
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