Reimagining Learning in Cambodian Classrooms: The Impact of Chatgpt On Student Performance, Perception, And Critical Thinking in The Digital Age

Sovanna Huot and Sovanna Loch
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Sovanna Huot: University of Delhi, New Delhi, India
Sovanna Loch: Nava Nalanda Mahavihara (Deemed University), Bihar, India

International Journal of Latest Technology in Engineering, Management & Applied Science, 2025, vol. 14, issue 5, 558-566

Abstract: This recent work explores the transformative potential of ChatGPT, a generative artificial intelligence tool, in reshaping Cambodian education through improved student performance, enhanced learning perception, and the development of critical thinking. Employing an integrative thematic review of global literature from 2022 to 2025, the paper synthesizes empirical findings and conceptual insights, aligning them with Cambodia’s post-pandemic education reforms and digital policy frameworks. This academic paper reveals that ChatGPT can personalize learning, foster student agency, and scaffold higher-order thinking when integrated with culturally grounded pedagogy and appropriate teacher facilitation. However, it also highlights significant challenges, including the digital divide, limited AI literacies among the educators, and ethical concerns such as bias and plagiarism. The discussion contextualizes global trends within Cambodian realities using a global national and local (glonacal) framework and proposes localized implementation strategies. A few key recommendations include launching AI pilot programs, developing Khmer-language models, investing in teacher training, and strengthening public-private partnerships. The study concludes by identifying future research priorities such as classroom-based longitudinal studies and cross-country ASEAN policy comparisons, thereby offering a roadmap for equitable and ethical AI integration in Cambodian classrooms.

Date: 2025
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