The development of a positive attitude towards the Indonesian language is the goal of Indonesian language course in universities. Discourses related to flexible learning with language attitudes took place during the COVID-19 pandemic. The objectives of this study are (1) to describe the design of flexible learning containing character education and (2) implementation limitations during the covid-19 pandemic. This research was a qualitative descriptive study using questionnaires and interviews. The data sources for this research were lecturers from teacher colleges in the province of Bali. The stages of data analysis in this study follow the stages of analysis according to Miles and Huberman which consisted of data collection, data reduction, data presentation, and conclusion. The results showed (1) flexible learning containing language attitudes was implemented by paying attention to four aspects, namely speed (time), place, mode, and access by emphasizing the role of each component, namely lecturers, students, and educational institutions; (2) obstacles in implementation were network problems, low motivation, and difficulty in monitoring.

The efforts to implement the mandate of Ministry of Education Regulation Number 3 of 2020 apart from encouraging and facilitating students to participate in flagship Merdeka Belajar Kampus Merdeka (MBKM) program are also carried out by Higher Education Institutions, including Universitas Pendidikan Ganesha (Undiksha) through the implementation of Independent MBKM in form of FBS Mengajar Program. It was launched by the Fakultas Bahasa dan Seni (FBS) as a form of teaching assistance program integrated with research. As an innovative and pilot program, it faces a number of opportunities and challenges. This research was conducted to analyze the opportunities and challenges of FBS Mengajar through surveys, interviews, and focus group discussions with 5 study program coordinators, 3 department heads, 31 lecturers, 42 teachers, 23 partner school principals, and 155 sixth semester students of the education program. The research data were analyzed descriptively. The results showed that FBS Mengajar with complex requirements and research integration is a good opportunity in an effort to prepare superior graduates who are agile. The challenge ahead is how this program is communicated more widely to provide a complex understanding of the program. In addition, it is necessary to have an integrated system that supports FBS Mengajar Program.