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All Journal Srawung: Journal of Social Sciences and Humanities SUJANA: Education and Learning Review
Prak Polla
BELTEI International University
Arts Humanities Education Social Sciences Other

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Monastic Education and Moral Development: A Study of Novice Monks at Wat Prey Speu, Cambodia Prak Polla; Phal Sophoeun
SUJANA: Education and Learning Review Vol. 5 Issue 2 (2026)
Publisher : JF Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/sujana.v5i2.980

Abstract

The quality of teaching and learning within religious educational institutions remains an underexplored dimension of educational research, particularly in the context of Buddhist monastic primary schooling in Southeast Asia. This study investigates the effectiveness of Buddhist education at Wat Prey Speu Buddhist Primary School in Phnom Penh, Cambodia, with particular emphasis on its role in fostering moral development, implementing transformational educational models, and advancing the influence of spiritual advisors on novice monks' holistic formation. A sequential explanatory mixed-methods design was employed, integrating quantitative survey data collected from 141 participants, selected through the Slovin formula from a total population of 220, with qualitative data derived from semi-structured interviews, student focus groups, and classroom observations. Multiple regression analysis identified the school environment as the strongest predictor of moral development (R² = .822), followed by teachers' dual roles (R² = .451) and curricular integration of Buddhist principles (R² = .115). Qualitative findings further confirmed that the monastic environment functions as an immersive pedagogical space in which Buddhist values are actively practiced rather than passively received. The study concludes that Wat Prey Speu represents a replicable model of values-based holistic education and recommends that the Cambodian Ministry of Education consider integrating its foundational principles into the national educational framework.
Institutional Sustainability and Quality Enhancement in Cambodian Higher Education: A Mixed-Methods Inquiry Prak Polla; Phim Monisetha
Srawung: Journal of Social Sciences and Humanities Vol. 5 Issue 2 (2026)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jssh.v5i2.955

Abstract

This study examined how Cambodian higher education institutions (HEI) enhance their educational development in terms of quality improvement and institutional sustainability. A mixed-method was employed in the study. First, a quantitative survey with 385 participants using questionnaires was done, followed by an in-dept interview was conducted with 24 participants who are leaders and managers from 12 HEIs in Phnom Penh.  The descriptive statistics and thematic analysis were used to analyse quantitative and qualitative data respectively. Findings from the study show that the strongest factor contributing to HEI sustainability is “sustainability-related quality practices” with (48.8%) agreed, followed by “teaching methods” (57.4%), “digital capabilities” (44.9%), “quality assurance” (46.5%), governance and management” (51.8%). The findings also show the main constraints faced by the HEIs currently that “Financial and infrastructural” was the major obstacles agreed by 45.5% respondents followed by “shortage of digital systems” (55.1%). Moreover, participants expressed their views in the interview that there was a concern on the “workload of staff”, “environment pressures”, “ICT/infrastructure expenses”, and “autonomy” which contribute to the quality improvement of the HEI and as a result affects the HEI sustainability. The study also discusses some controversies issues for instance: (i) senior leadership commitment versus faculty/department implementation, (ii) professional development versus regular and limitation of access.” Findings from the study contribute to the HEI policy development.
Co-Authors Phal Sophoeun Phim Monisetha