Educating in the Age of AI: Preparing Cambodian Teachers and Students for an AI-Augmented Learning Future
DOI:
https://doi.org/10.54536/jeteli.v1i2.5170Keywords:
Artificial Intelligence, Cambodia, ChatGPT, Educational Policies, Student Digital Literacy, Teacher PreparationAbstract
This current academic explores Cambodia’s readiness to adopt artificial intelligence (AI), particularly generative tools like ChatGPT, in its national education system. It assesses current gaps in teacher training, student digital literacy, curriculum integration, and institutional infrastructure using global and local data. While interest in AI grows, its implementation is impeded by limited professional development opportunities, unequal internet access, and a lack of established AI policy frameworks. Promising trends, including pilot initiatives, students’ unofficial use of artificial intelligence, and more government attention, suggest, however, the likelihood of radical transformation. The argument outlines a strategic approach to AI-augmented education in Cambodia, with an emphasis on teacher capacity building, curricular reform, student empowerment, and ethical governance. Policymakers, teachers, and academics should find useful advice here. Future research should concentrate on pilot evaluations, longitudinal effects of AI on learning outcomes, and comparative ASEAN-level studies to enable context-sensitive, inclusive, and long-term AI integration in Cambodian schools.
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