COVID-19 and Digital Transformation of Cambodian Higher Education

Abstract

The COVID-19 pandemic has wreaked havoc on the entire world. While causing massive disruptions, COVID-19 has served as a catalyst for the digital transformation of higher education in Cambodia. This chapter discusses how the pandemic has provided opportunities for the digital transformation of Cambodian higher education. The chapter focuses on opportunities related to blended learning, online continuous professional development, and digital higher education. It also examines key challenges to the digitalization of Cambodian higher education, including limited information and communication technology (ICT) infrastructure and accessibility; limited digital knowledge, skills, and experience; unfavorable attitudes toward online learning; issues with the curriculum and assessment; and a lack of preparedness for ICT-enhanced education. The chapter then discusses the way forward for key stakeholders in higher education in Cambodia to support the momentum for higher education digitalization and further accelerate the digital transformation of Cambodian higher education.

Cambodian Teachers' Perceptions of Online Teaching: During and Beyond the COVID-19 Pandemic

“…This finding was aligned with what had been stated by the minister of Cambodia's MoEYS: although COVID-19 pandemic spawned numerous challenges, it assisted Cambodia's education to speed up towards the digital revolution of education 4.0; Cambodia is now 10 years ahead in this implementation (Dara, 2020). Adding to this, teachers believed that the pandemic assisted Cambodians to prepare future manpower with digital competencies for the years 2030 and 2050 as well as to modernize its education system through strengthening the utilization of ICT and technologies (Heng, 2021). It is worth highlighting that Cambodia aims to transform itself to higher-middle income country in 2030 and high-income one in 2050 by enhancing domestic industries as well as technology and knowledge-driven economy (Royal Government of Cambodia, 2015).…”

Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework

“…The effort made by MoEYS had less fruitful results; according to the latest statistic available, only five percent of upper secondary school teachers utilized technology as a supporting tool in the education environment until the COVID-19 period (MoEYS, 2019). The COVID-19 pandemic has boosted the utilization of ICT in teaching and learning practice (Heng, 2021;Thy, Ly, & Ean, 2023). However, teachers addressed many challenges, including issues related to their competency in using ICT for teaching and related tasks (Thy, Ly, et al, 2023).…”

Exploring the Benefits and Drawbacks of Directing Undergraduates' Self-Study Pursuits: An In-depth Analysis through Literature Review

“…Education is crucial for all human beings worldwide [1], [2], and it happens inside and outside school compounds [3]. Self-study activities have long been recognized as a crucial component of undergraduate education, enabling students to take ownership of their learning and cultivate essential skills for lifelong learning [4].…”