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Kimkong Heng
Faculty of Education, Paññāsāstra University of Cambodia, Phnom Penh, Cambodia and Cambodian Education Forum, Phnom Penh, Cambodia
Humanities Education Mathematics Social Sciences

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Digital Technology Use Patterns in History Education: A Case Study of Autonomous Public Schools in Cambodia Vuthy Khorn; Kimkong Heng
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3517

Abstract

Digital technology integration in education has grown rapidly, yet research in Cambodia remains concentrated on STEM subjects, leaving social sciences and humanities—particularly history—underexplored. This study aims to examine how history teachers introduce, adapt, and incorporate digital technology into lessons, identifying current challenges and best practices from their perspectives. Using a qualitative design, in-depth interviews of 40 minutes were conducted with 10 purposively selected high school history teachers from two Autonomous Public Schools in Phnom Penh between November and December 2024. Data were analyzed thematically using MAXQDA 24. Findings reveal that teachers' digital competencies were strengthened through mandatory foundation workshops and ongoing professional development within a Professional Learning Community facilitating mentorship and peer learning. Most teachers employed digital tools to enhance administrative efficiency and support historical research. Despite challenges including technological obsolescence, language barriers, and STEM-oriented resource allocation, the majority demonstrated positive attitudes toward digital integration, fostering professional growth and enriching student learning through innovative teaching practices.
Co-Authors Vuthy Khorn