Cambodian Universities Research Articles

Current challenges in teaching healthcare-associated infections prevention and control in nursing education in Vietnam and Cambodia: a qualitative study.

Background: There is an insufficient understanding of factors that impede nursing students' learning of healthcare-associated infection prevention and control in developing countries. This study aimed to explore current challenges in healthcare-associated infection control and prevention education in the nursing curriculum in two Vietnamese and two Cambodian universities. Methods: Exploratory research was conducted through consultation of education programs and a qualitative study design utilizing interviews and focus group discussions. Data collection was conducted through interviews with university board members and focus group discussions with lecturers and tutors. The data were analyzed by using content analysis methods. Results: The research results indicated that there were three generic themes of challenges in teaching HAIs-PC in nursing education in Vietnam and Cambodia. They were Implementation of healthcare associated infections prevention and control education into nursing curriculum, Positive aspects fostering healthcare associated infections prevention and control learning, Negative aspects hindering healthcare associated infections prevention and control learning. Conclusions: The study results provided evidence of challenges in healthcare associated infections prevention and control education in some Asia higher education institutions. To improve professional safety, universities should pay more attention to developing appropriate teaching methods for healthcare-associated infections prevention and control education to improve students' practice outcomes.

Key factors influencing digital learning adoption among cambodian university students: An integrated theoretical approach

This study investigates the factors influencing the adoption of digital learning platforms among university students in Cambodia, integrating multiple theoretical frameworks: the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-Determination Theory (SDT). Conducting a cross-sectional survey with 369 students from various institutions, this study employed partial least squares structural equation modelling (PLS-SEM) to analyze the data. The findings revealed significant connections among motivational factors, perceived ease of use, usefulness, and subsequent adoption behaviours. This study contributes significantly to the global discourse on digital education, particularly from the perspective of a developing country, at a pivotal point in its educational evolution in the digital age. This highlights the importance of enhancing intrinsic and extrinsic motivations among students to improve the adoption and effective use of digital learning resources, offering practical recommendations for educational stakeholders in Cambodia and similar contexts.

Understanding Cambodian Provincial University Students’ Perspectives on Cambodia’s Vision to Become a Knowledge-Based Society

This study examines the perspectives of Cambodian provincial university students about Cambodia’s vision to transform itself into a knowledge-based society. The study employed a qualitative approach to gather data to answer three research questions. Based on in-depth interviews with 21 university students from three provinces, including Battambang, Siem Reap, and Svay Rieng, it was found that Cambodian university students had a superficial understanding of the term knowledge-based society. They were ambivalent, expressing both optimism and pessimism, when it came to Cambodian universities’ contributions to supporting Cambodia’s development into a knowledge society. The study also revealed a number of challenges facing university students in provincial Cambodia, such as limited access to educational resources and opportunities, inadequate opportunities for gaining practical knowledge and skills needed for the job market, and other issues of various nature. The study sheds light on how Cambodian university students perceive Cambodia’s aspirations for becoming a knowledge-based society and has implications for policy, practice, and future research.

Investigating the Institutional Policies That Contribute Toward The Students' Academic Success In A Cambodian University

Investigating the Institutional Policies That Contribute Toward The Students' Academic Success In A Cambodian University

Establishment of Institutional Policies for Enhancing Education Quality in Cambodian Universities

Establishment of Institutional Policies for Enhancing Education Quality in Cambodian Universities

Conceptualizing Institutional Policies for Students' Academic Success in Cambodian Universities: What Matters for Policy?

Conceptualizing Institutional Policies for Students' Academic Success in Cambodian Universities: What Matters for Policy?

University English teachers’ research conceptions and engagement: Insights from Cambodian higher education

Research into teacher research has received considerable attention in the last few decades. However, it still remains crucial to examine how teachers understand research and to what extent they engage in it. This study investigated how English as a Foreign Language (EFL) teachers in Cambodian higher education perceived and engaged in research. The study employed a qualitative case study and collected data through one-on-one semi-structured interviews with 16 EFL teachers from two universities (private, metropolitan, and provincial). Findings based on thematic analysis show that Cambodian university EFL teachers were positive about the value of research, yet their conceptions of research were mixed and contested. Their research engagement was markedly limited and was confined to conducting research to fulfill degree requirements; attending conferences, workshops, or seminars; and supervising students’ research projects. There was almost no involvement in academic publishing due to various challenges to their research engagement endeavors, including time constraints, research knowledge deficiency, lack of funding and support for research, limited social recognition of research, and insufficient sources of research motivation. The participants offered a set of recommendations to improve the overall environment for research to enhance Cambodian EFL teachers’ research engagement. The study concludes with a discussion and policy implications of the findings, as well as suggestions for future research considering the study limitations.

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

Exploring the Motivation for English Reading Among Cambodian University Students: A Cross-Sectional Study

The Influence of English Usage on Facebook and Personality Traits on Learning Achievement

Facebook’s rising popularity has inspired academics and teachers to investigate its potential as a setting for learning in diverse subject areas. Personality traits are crucial for foreign language learning. This small-scale quantitative study aimed to determine the possible effects of Cambodian university students’ Big Five personality traits and English usage on Facebook on their English achievement referring to the scores the participants attained through English macro skills (speaking, writing, listening, and reading). The samples were 41 English as a Foreign Language (EFL) juniors at a private university. The sole research instrument was a questionnaire, classified into two sections. The first was the adopted English Usage on Facebook Inventory for Language Learning developed by Kao and Craigie (2014), and the second was the Big Five Inventory (John & Srivastava, 1999). The findings revealed that English usage on Facebook was positively associated with only two personality traits: agreeableness and openness. However, the variables, including the five kinds of personality traits and Facebook usage of English, did not significantly predict English achievement.

What makes academics (in)active in higher education internationalisation: evidence from Cambodia

ABSTRACT This study explores the international engagement of academics and the factors influencing their engagement in internationalisation efforts in Cambodian universities. Data were gathered through online semi-structured interviews with academics and university administrators and later coded and analysed using reflexive thematic approach. The findings revealed that academics predominantly participate in outbound capacity development, with limited engagement in joint research projects and the internationalisation of curriculum and teaching. At the individual level, factors such as competencies, networking opportunities, sense of belonging, employment nature, and demographic attributes were found to influence the engagement in internationalisation. Additionally, institutional leadership, policies, human resources, and institution type were key institutional factors shaping their engagement. For effective promotion of engagement in internationalisation, greater commitment and support from the government and universities are crucial. This paper provides valuable insights into the experiences of Cambodian academics, contributing to the limited literature on higher education internationalisation in developing countries.

Current challenges in teaching HAIs-PC in nursing education in Vietnam and Cambodia: a qualitative study

Background: There is an insufficient understanding of factors that impede nursing students’ learning of healthcare-associated infection prevention and control in developing countries. This study aimed to explore current challenges in healthcare-associated infection control and prevention education in the nursing curriculum in two Vietnamese and two Cambodian universities. Methods: Exploratory research was conducted through consultation of education programs and a qualitative study design utilizing interviews and focus group discussions. Data collection was conducted through interviews with university board members and focus group discussions with lecturers and tutors. The data were analyzed by using content analysis methods. Results: The research results indicated that there were three generic themes of challenges in teaching HAIs-PC in nursing education in Vietnam and Cambodia. They were Implementation of healthcare associated infections prevention and control education into nursing curriculum, Positive aspects fostering healthcare associated infections prevention and control learning, Negative aspects hindering healthcare associated infections prevention and control learning. Conclusions: The study results provided evidence of challenges in healthcare associated infections prevention and control education in some Asia higher education institutions. To improve professional safety, universities should pay more attention to developing appropriate teaching methods for healthcare-associated infections prevention and control education to improve students’ practice outcomes.

Perceptions of Effective TEFL Instructors’ Qualities: A Survey of Cambodian University TEFL Instructors

Perceptions of Effective TEFL Instructors’ Qualities: A Survey of Cambodian University TEFL Instructors

Promoting higher education quality in Cambodia: Challenges and recommendations

Higher education in Cambodia has experienced positive and impressive progress over the last few decades. However, more efforts are needed to bring about further positive changes and new developments to the sector. This article aims to discuss key challenges facing higher education in Cambodia in relation to the need to promote its quality. The article brings to the fore six major challenges, including limited resources and infrastructure, political influence, weak institutional and sectoral governance, consequences of higher education privatization, low academic salaries, and limited opportunities for continuing professional development (CPD). The article also provides a set of recommendations to address these challenges, focusing on introducing a mechanism to improve resources and infrastructure, keeping political interference to a minimum, improving institutional and sectoral governance, bifurcating universities into research-intensive and teaching-intensive universities, introducing an improvement or reform to incentive and salary systems, and promoting CPD engagement among Cambodian university teachers. The article concludes with an argument for a reform of the Cambodian higher education sector to bring it to a higher stage of development.

ATTITUDES AND PERCEPTIONS OF USING ZOOM: A SURVEY OF CAMBODIAN UNIVERSITY STUDENTS

Due to the COVID-19 pandemic, many Cambodian schools and universities have been forced to move their educational activities from face-to-face to online modes. Those universities and schools have been using some online applications like Zoom as their teaching and learning delivery platform. Consequently, there have been challenges to the use of the app. The current study employed a quantitative design, and it was conducted at a Cambodian university with a total of 50 students. The study aimed to investigate those students' attitudes and perceptions toward using the Zoom platform for their online learning. The results showed that the students had negative attitudes toward the use of Zoom as well as low perceptions of using Zoom during the pandemic. Future studies should be conducted with a bigger sample size at other universities across the country. A qualitative study or a mixed-methods design is also recommended. Teachers’ attitudes and perceptions of using Zoom for teaching might also be welcome.

BIM and IFC: Awareness and Self-assessed knowledge from the perspective of Cambodian university students

Building Information Modeling (BIM) is gaining momentum and is spreading in the construction industries around the world. For what concerns the ASEAN region, BIM is still not well spread, and this is even more distinct in Cambodia. For supporting the integration of BIM in the Cambodian construction sector, a fundamental contributor to the Gross Domestic Product (GDP) of a country that is aiming to be an active player in the digital transformation of the region, education is the first step. Accounting for the current absence of research works in the Cambodian context of BIM-related education, this paper represents the first investigation of the spread of BIM and Industry Foundation Classes (IFC) concepts, measured from the perspective of Cambodian university students, aiming to obtain useful insights for future recommendations on BIM adoption and implementation in the tertiary education architectural curriculum. Following the results, currently, BIM and IFC are not well spread in Cambodia and many students enrolled in an architectural-related major are not aware or knowledgeable about them, even though they seem to perceive their importance. Following these findings, a suggestion can be offered to Cambodian universities in posing more attention to BIM and IFC, fostering their inclusion in the architectural curriculum and implementing BIM-related activities in the learning design process, aiming to foster the effective implementation of BIM in the Cambodian construction sector.

Promoting higher education reforms in Cambodia: Challenges and the way forward

Higher education is essential for any nation. Countries that recognize the significance of higher education focus on improving the quality of their higher education. This article focuses on the role of universities in promoting reforms in higher education in Cambodia and how the universities have failed to play this critical role. It highlights how Cambodian universities have been unable to contribute to meaningful reforms in the higher education sector. It also discusses vital challenges to higher education development, such as inadequate access to higher education, politicization and commercialization of the sub-sector, and insufficient professional development for university teachers. The article concludes with recommendations on how Cambodian universities can contribute to accelerating reforms to improve higher education in Cambodia.

Cambodian EFL university students’ perceptions of online learning effectiveness during the COVID-19 pandemic: A survey study

This study aims to investigate English as a Foreign Language (EFL) university students’ perceptions of online learning effectiveness. A total of 117 Cambodian students studying in a bachelor’s degree program at a provincial Cambodian university participated in the study. Descriptive statistics were used to identify the data concerning students’ perceptions of online learning effectiveness. Independent samples t-test and one-way ANOVA were also used to investigate the differences in the reported levels of students’ perceptions. The results showed that students perceived the effectiveness of online learning to be moderate. The results also indicated no statistically significant difference in their perceptions in terms of gender and years of study. The study calls for future research to be conducted with a larger sample size to investigate the perceptions of students from other universities in other provinces. Teachers’ perceptions of online teaching effectiveness during or after the pandemic should also be examined.

Promoting teachers’ continuous professional development in Cambodian higher education: Issues and recommendations

Teachers need to continually update their teaching skills and knowledge to keep up with the needs of students and the entire education sector. Many teachers are urged to engage in self-improvement to offer their students the best content and get the best outcomes. However, in the Cambodian context, there are several challenges that affect teachers’ continuing professional development (CPD). Key challenges include financial challenges and a lack of support from relevant institutions and stakeholders. As a major facilitator of CPD, the Cambodian government has been involved in various measures to facilitate CPD, especially in the higher education sector. This article discusses the involvement of the Cambodian government in promoting CPD in higher education. It also examines key challenges to CPD provision and offers recommendations to further improve CPD opportunities for Cambodian university teachers.

Mental Health Literacy of University Students in Vietnam and Cambodia

Mental health literacy (MHL) refers to knowledge and attitudes that shape the recognition, management, and prevention of mental disorders. While the topic has been exhaustively researched in Western countries, research from Southeast Asia still is limited. Previous studies in this field showed a moderate recognition of mental disorders, a high prevalence of stigmatizing attitudes and a low willingness to seek professional help among Southeastern-Asian populations. This study explored the level of MHL among university students from different parts of Vietnam and Cambodia. Correlations with influencing factors (gender, age, study year, educational attainment of the parents, urban/rural origin, ethnicity, personal experiences with mental disorders) were also explored. An online survey, using a 30-item Vietnamese version of the Mental Health Literacy Scale (MHLS), was conducted at six university sites in Vietnam and Cambodia. Data of 1032 students from different study branches were included. The MHL of Vietnamese and Cambodian university students was lower, compared to samples from Australia or the UK. Females and students with a personal experience of mental disorders (self or family) showed a significantly higher MHL. No differences in MHL were found between students from different socioeconomic backgrounds (professional attainment of parents, urban/rural origin). Findings on the influence of ethnicity were inconclusive. MHL needs to be improved among the university students of Vietnam and Cambodia. Mental health promotion should specifically target male students, students from STEM branches, and international students.