Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Social Knowledge Education (JSKE) International Journal of Advance Social Sciences and Education (IJASSE)
Wen Rouet
National University of Battambang, Cambodia
Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Cambodia’s Inclusive Education Development from 1953 to 2024: A Literature Review Wen Rouet; Rany Sam; Virak Keo; Bunrosy Lan; Chandarey Vong
International Journal of Advance Social Sciences and Education (IJASSE) Vol. 2 No. 2 (2024): April 2024
Publisher : MultiTech Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59890/ijasse.v2i2.1740

Abstract

Cambodia, like many other nations globally, has instituted policies for inclusive education and crafted an educational strategic plan to foster advanced knowledge and professional ethics among individuals with disabilities. The evolution of Cambodia's inclusive and special educational institutions has been influenced by colonization, political ideologies, and global economic trends. This paper thoroughly examines the trajectory of inclusive education across six phases of political change, assessing the achievements and shortcomings of each regime in implementing inclusive education as a driver for national development. Drawing on a comprehensive review of scholarly articles, the research is a valuable resource for scholars, educators, and policymakers aiming to enhance their understanding of Cambodia's history in special and inclusive education. It emphasizes the need for reforms to ensure equal educational opportunities and academic success for students with disabilities.
Contextual Factors Shaping First-Year Students’ Academic Adjustment: Evidence from Education Institutions in Battambang, Cambodia Bunrosy Lan; Rany Sam; Vireak Keo; Wen Rouet
Journal of Social Knowledge Education (JSKE) Vol. 6 No. 3 (2025): August
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jske.v6i3.1861

Abstract

Purpose of the study: This study investigates the multifaceted factors influencing first-year students' academic adjustment in higher education institutions in Battambang, Cambodia. Specifically, it examines the factors integrating perspectives from educational psychology and sociocultural theory. Methodology: A quantitative research design was employed using a structured questionnaire administered to 350 freshmen from two institutions during the 2023–2024 academic year. Data were analyzed using SPSS version 25 through descriptive statistics, exploratory factor analysis, hypothesis testing, independent sample t-tests, and ANOVA. Main findings: The results show that ICF, SCF, MEF, and AAF significantly predict academic adjustment, explaining for 47.9% of the variance (R² = 0.479, p < .000), while INF showed no significant effect. The findings highlight the importance of both institutional and socio-emotional dimensions in shaping students’ adaptation to academic life. Novelty/Originality of this study: This study adopts an interdisciplinary approach, drawing on educational, psychological, and sociocultural frameworks to provide a more holistic understanding of student adjustment. Its findings can inform socially institutional practices that enhance first-year student support, teaching quality, and cultural responsiveness. Encouraging active student engagement and peer support mechanisms can further contribute to improved academic transition and retention in the Cambodian higher education context
Co-Authors Bunrosy Lan Chandarey Vong Rany Sam Virak Keo Vireak Keo