Navigating Online Gambling in Indonesia: Policy Analysis in Education Sectors

Abstract

This article examines the implementation of online gambling policies in Indonesia's education sector, focusing on the effectiveness of regulatory frameworks in preventing student involvement in online gambling. The proliferation of online gambling among Indonesian students has reached alarming levels, with approximately 960,000 university students reportedly engaged in such activities. This qualitative study employs a phenomenological approach to explore the lived experiences of students involved in online gambling and stakeholders responsible for policy implementation. Data were collected through in-depth interviews with 35 participants, including 25 students with online gambling experience, 6 government officials from relevant agencies (Ministry of Communication and Informatics, Ministry of Law and Human Rights, and the Indonesian Telecommunications Regulatory Agency), and four university administrators. Document analysis of relevant laws, regulations, and institutional policies supplemented the interview data. Thematic analysis revealed four major themes: (1) student perceptions and motivations for online gambling, encompassing financial desperation, peer influence, digital illiteracy, and lifestyle aspirations; (2) regulatory frameworks and their implementation gaps, demonstrating that while Indonesia has comprehensive anti-gambling legislation, enforcement remains inconsistent and weak; (3) institutional responses and coordination challenges, highlighting fragmented efforts across agencies; and (4) policy effectiveness and obstacles, showing that despite blocking millions of gambling sites, the adaptive nature of online gambling platforms continues to outpace regulatory responses. The study concludes that current policies demonstrate strong governmental intent but suffer from implementation deficits, including weak law enforcement, inadequate inter-agency coordination, insufficient digital literacy programs, and limited international cooperation. Recommendations include strengthening cross-sectoral collaboration, enhancing technology-based monitoring systems, integrating comprehensive digital literacy education, and developing specialized support services for affected students