Conference Proceedings

Permanent URI for this communityhttps://cam-ed-oar.com/handle/cam-ed-oar/511

The Conference Proceedings section collects and preserves peer-reviewed research papers, presentations, and scholarly abstracts delivered during our academic conferences and research symposia.

Browse

Now showing 1 - 20 of 42

Industrial Transformation and Skill Needs: Implications for Future Skill Development
(CamEd Business School, Feb-23) Naron Veung; Ly Monirith
The Royal Government of Cambodia aims to upgrade the country’s status to an upper-middle-income country by 2030; a high-income country by 2050 and human resource development is the key to this endeavor. Within this context, the study explores employers’ perspectives on the relationships between worker development skill and industrial transformation. Particularly, the research applied case study methodology to examine how companies in Cambodia manufacturing industries mobilize their workforce to respond to changes in products, technology, and work organization. Interviews were conducted with 36 human resource managers and production heads at 18 companies in the electrical & electronic, garment, and food processing industries. Transcripts were thematically coded on NVivo 12 software. The findings provide employers’ insights to facilitate training providers in designing skill training programs responsive to future labor market needs. Keywords: Industrial transformation, vocational skill development, TVET
Immersive Learning Practices at SCMS School of Technology and Management, Kochi, India – A Case Study
(CamEd Business School, Feb-23) Praveena K.; Deepa Pillai
Immersive learning is defined as a method where the students are immersed into a learning process, where a feeling of getting immersed is created either by use of technology or by using narratives such as a book. Training industry states that immersive learning “places individuals in a learning interactive environment either physically or virtually to replicate possible scenarios or teach particular skills or techniques.” Engaging students in the classroom and making them learn is a biggest problem today. Dale (1969) pointed out that the retention among students is seen to be higher where they learn by doing things. Immersive learning helps students to get a feel of the topics taught. Of late, this concept of immersive and experiential learning has gained importance and more with the introduction of India’s National Educational Policy 2020. This method focuses on providing a real time experience to students with an enhanced learning. The objective of this case study is to investigate the teaching learning processes at SCMS School of Technology and Management (SSTM). Being under the university system it has certain limitations. This study tries to understand how SSTM bridges the gap that exists in the university curriculum to provide a holistic learning experience to the students of the Master of Business Administration (MBA) program. It tries to provide a glimpse of the immersive learning practices, strategies adopted and skills students acquire during their two years program at SSTM. This case study uses a qualitative research design. This is a single intrinsic study that focuses on immersive learning practices at SCMS School of Technology and Management. Although the study is qualitative it uses quantitative data to support and justify the study. Required data was collected from various documents such as course plans, program schedules, student reports, evaluation sheets, placement records, and feedback. Data was also collected through observations and in-depth study of relevant documents. Immersive learning practices at SSTM are uniquely crafted to provide students a greater learning experience. These practice have been found to improve the various skills of students thereby preparing them to take up managerial roles in organizations. These practices have helped the students in their holistic development, enabling them to be successful in the placements drive. Keywords: Immersive Learning, Experiential Learning, learning strategies
Capacity Building in Green Bonds in Cambodia: Universities Must Play a Key Role to Support the Industry
(CamEd Business School, Feb-23) Ho Varabott
This paper discusses, analyzes, and focuses on Green Bonds in Cambodia. In order to prepare for long-term net-zero engagement with the Government Ministries, regulators, private sector, institutional investors, and stakeholders, Cambodia needs to promote and facilitate green financing development and solutions. The objective of the research is to analyze the gap between the Policy of Frameworks on Development of Government Securities objectives and the existing infrastructure and capacity in place. After several face-to-face interviews undertaken in Phnom Penh and desk research, researchers have found that there are still some major challenges to be addressed to promote the Green Bonds in Cambodia and to make it a success. These issues were mostly the same experienced at the earlier stage in Green Bond issuance, particularly in emerging markets, as referred to the research papers cited in our literature references from 2013-2022. The challenges in Cambodia are typical for those in a developing country, however, these may be overcome by an enhanced policy framework, with consistent taxonomy and procedures aligned with the international best practices and guidelines, active and smooth collaboration among market participants, beneficial for the green bond issuance ecosystem, and the required capacity building on technical features and implementation, in order to build trust and recognition of the Green Bond market. Keywords: Green Bonds, emerging markets, collaboration, stakeholder engagement
Analyzing Interrelationships of Critical Barriers to University Technology Transfer: Multi-Stakeholder Perspectives from Vietnam
(CamEd Business School, Feb-23) Phi- Hung Nguyen,; Trinh Trong Hung; Nguyen Thanh Tam
Universities have been tasked with generating and disseminating knowledge in an innovation system over the past few decades. However, university technology transfer (UTT) is regarded as a barrier to the commercialization and community application of innovative technologies. Consequently, identifying the obstacles and their complex interrelationships that impede the successful implementation of UTT provides a better understanding of the process, which may be considered as inputs for important decision-making initiatives. This study proposes an integration of Decision-Making Trial and Evaluation Laboratory (DEMATEL) method and Grey theory to identify the critical barriers by comparing the perspectives of key stakeholders, including university scholars, entrepreneurs, and technology transfer offices, and examines the interrelationships between proposed barriers. These findings aim to assist various stakeholders in comprehending the impact of barriers on formulating strategies and initiatives to carry out the UTT process in Vietnam effectively. Keywords: MCDM, university technology transfer, DEMATEL, Grey Theory
Developing a Robust Internal Quality Assurance System for International Accreditations: The Case of CamEd Business School
(CamEd Business School, Feb-23) Sok Uttara; Mean Udam
An internal quality assurance system is a powerful instrument for ensuring the quality of the inputs, processes, outputs, and outcomes of higher education. Designing an internal quality assurance (IQA) system however has been viewed as a great challenge by the developers. It may be even harder when external quality assurance is compulsory such as in Cambodia because there is little room for adaptation. Despite the challenge, CamEd Business School has developed a strong IQA system that aligns with its vision, mission, and philosophy and meets the national, regional, and international accreditation standards. As a result, CamEd Business School has achieved six certifications and accreditations within four years 2019-2023. This research paper introduces CamEd Business School’s IQA system, explains how the system was developed, and presents the key results of the system implementation in 2019-2021. Keywords: Quality, quality assurance, framework, accreditation, standards
The Study of ASEAN-Member Higher Education Institutions’ Adaptation Progress in Coping with the COVID-19 Pandemic: Practices and Case Study
(CamEd Business School, Feb-23) Sam Sysoma
This study examines how Higher Education Institutions (HEIs) in ASEAN member countries adapted to the challenges posed by the COVID-19 pandemic. It explores the changes in practices and strategies implemented by HEIs to ensure educational continuity. The research methodology relies on secondary data analysis, primarily from prior research conducted by Cambodian universities. The qualitative approach focuses on analyzing systematic approaches adopted by HEIs and identifying best practices for their continuous development. The key points of the paper include the historical development of HEIs in ASEAN countries and their response to regional and global trends, the impact of COVID-19 on educational systems and the need for HEIs to adapt, the role of ASEAN organizations like the ASEAN University Network (AUN) in facilitating regional collaboration in higher education, and the future direction of ASEAN’s higher education landscape as outlined in the ASEAN Higher Education Space Roadmap 2025. The study concludes that HEIs in ASEAN countries have implemented various measures to cope with the pandemic, including utilizing online learning platforms and adapting curriculum delivery methods. It emphasizes the importance of ongoing collaboration and knowledge sharing within ASEAN to ensure a resilient and sustainable higher education space in the region. Keywords: ASEAN, higher education, COVID-19, online learning, resilience
Outcome-Based Feedback: Collaborating with Students for Curriculum Review
(CamEd Business School, Feb-23) Ly Monirith
The assessment of learning outcomes is vital in ensuring educational quality in the “fitness for purpose” model. The paper reports on the reliability and validity of the Outcome-Specific Questionnaire (OSQ) as a tool to improve learning outcomes. Survey data were collected from 1,210 undergraduate students and assessment data from three prominent institutions in Cambodia. Calibrated paired t-test results show significant increases of student learning from term start to end, and Cronbach’s alpha results confirm high levels of reliability of all OSQs. There is strong evidence that the post-OSQ data for almost half of the courses correlate positively with the faculty assessments although most were conducted online during the COVID-19 pandemic. Together with qualitative data, it can be concluded that the OSQs tend to be valid as long as the assessments by faculty are valid and that their validity cannot be established when the assessments, as benchmarks, are not evidently valid. The study contributes to the minimal literature on and understanding of the rare practice of outcome-based evaluation and improvement of courses collaboratively by students and faculty in an outcome-based education system. Keywords: Learning outcomes, self-ratings, curriculum development
The Relationship of Knowledge Sharing in Strategic Alliance: A Partial Least Square Analysis of Hotel Industry in Cambodia
(CamEd Business School, Feb-23) Lim Siphat
Seven latent variables were integrated into the Structural Equation Model to investigate the effect of Communication, Learning Intent, Mutual Commitment, Trust, Absorptive Capacity, and Knowledge Sharing on Innovation in Cambodia’s four and five-star hotel industry. A Confirmatory Factor Analysis was adopted to evaluate the model’s suitability. The empirical results of this research found that there was a direct positive significant effect of Communication, Mutual Commitment, and Trust on Knowledge Sharing. All latent variables, Communication, Learning Intent, Mutual Commitment, Trust, Absorptive Capacity, and Knowledge Sharing, in this study had a significant positive influence on Innovation. Despite Learning Intent and Absorptive Capacity latent constructs had an insignificant direct effect on the Knowledge Sharing variable, it turned out that they had a highly statistically positive significant impact at a 1 percent level on the Innovation construct through the mediation of Knowledge Sharing. Regarding the estimated path coefficient generated from the model of this research, Knowledge Sharing produced the highest parameter, 3.094, and had a highly statistically significant effect on Innovation which concluded that the greater the Knowledge Sharing, the more the Innovation would be made. The second variable that had a huge direct positive impact on Innovation was Communication since the estimated slope parameter was 2.738. Keywords: Structural Equation Model, Confirmatory Factor Analysis, Knowledge Sharing, Innovation
The Effect of Business Ethics Education on Business Students’ CSR Perception: Evidence from Vietnam
(CamEd Business School, Feb-23) Luu Thi Nguyen
As prospective future business leaders, business student attitudes toward corporate social responsibility (CSR) is vital. Therefore, business schools and institutions have a responsibility to produce graduates who act in an ethical and socially responsible way when they practice business. Although business ethics courses are compulsorily required by both international accrediting organizations AACSB and ACBSP, the effectiveness of such courses is often questioned. This research uses survey data collected from business students of a private business university in Vietnam to provide empirical evidence on the effect of participation in business ethics classes on students’ perceptions of CSR. The results show that after joining the course, students tend to have a higher level of general CSR perception. However, when assessing the two separate factors of CSR perception (i.e., perceptions of short-term versus long-term responsibilities), the effect of business ethics education on long-term responsibility perception is not significant, while the effect on short-term responsibility perception remains significant. The findings provide recommendations for business schools, accrediting organizations, and the students themselves to review and refine teaching syllabi and methodology so that the teaching and learning of business ethics at business schools could achieve a higher impact and create more authentic and sustainable values. Keywords: CSR perception, Business ethics education, business education, ACBSP
Challenges Faced by Entrepreneurs
(CamEd Business School, Feb-23) Monirul Islam
Entrepreneurship is an essential factor in any country’s growth and development opportunities. A country may contain valuable material resources, but only the entrepreneurs can use the resources for productive use. So, it is crucial to promote and develop an entrepreneurial mindset. Entrepreneurs also create job opportunities for the young generation. This paper examines the main challenges faced by entrepreneurs in starting their businesses. The main problems faced by entrepreneurs are financial, production problems, labor, and government-related problems. This paper discusses how entrepreneurs overcome barriers while starting their businesses. Data was collected using a questionnaire. Keywords: Entrepreneurship, entrepreneur, startup, challenges
Researching the Affecting Factors on the Use of Social Media, Collaborative Learning and Academic Performance in Higher Collaborative Learning and Academic Performance in Higher Education, Vietnam
(CamEd Business School, Feb-23) Thi My Hanh Le,; Van Ky Long Nguyen,; Thi Thu Hien Le,; Thi Thanh Huong Nguyen,; Khoa Nguyen Vu
In the educational context, online technologies are rapidly gaining acceptance. Understanding and applying educational plans and methods of learning through new technologies will be essential through social media. This paper will look at how students’ collaborative learning behavior and learner performance can help to address the perceived issues with using social networks. As the research framework, this paper used a version of TAM and DOI, as well as quantitative data collection and analysis methods, surveying 149 university students using stratified random sampling. Thereafter, using structural equation modeling, the data was statistically examined (SEM). The results showed that Perceived Enjoyment and Perceived Usefulness were significant determinants of working in a team and learning via social media. However, it was discovered that Perceived Ease Of Use and intention to use social websites and collaborative learning have a negative association. Furthermore, the research reveals that three elements, Intentions To Use Social Media, Collaborative Learning, and Academic Performance, have substantial correlations. In applying this technique to business education, this study examines the educational benefits, pedagogical implications, and research constraints. These ideas are fleshed out, along with suggestions for future study directions. Keywords: Perceived enjoyment, perceived ease of use, perceived usefulness, intention to use social media, collaborative learning, academic performance
Identifying Factors Influencing Knowledge Collaboration Effects in Knowledge Alliances in Cambodia: A Structural Equation Model
(CamEd Business School, Feb-23) Tapas R. Dash; Lim Siphat
Knowledge sharing between organizations helps increase the competency of employees in performing their work, but the level of knowledge collaboration might be affected by willingness to cooperate, learning abilities, knowledge attributes, and knowledge activity. To unwind this suspicion, our study used a Structural Equation Model initially composed of twenty-seven manifest or observed variables in predicting five latent or unobserved variables. The first latent variable, Willingness to Cooperate, was measured by five manifest variables. The second latent variable, Learning Ability, was measured by seven observed variables. Knowledge Attributes, Knowledge Activities, and Knowledge Collaboration Effects were measured by six, six, and three variables respectively. Based on the Confirmatory Factor Analysis, seven measurements were eliminated since their loading was less than the threshold. Maximum Likelihood Estimation Method was combined with bootstrapping technique to estimate sample parameters and establish standard errors for hypothesis testing. The empirical results of the study reveal that Learning Abilities and Knowledge Attributes have a highly significant positive impact on Knowledge Collaboration Effects. As such the empirical findings of this study have implications for both private and public sector organizations that should take initiatives to encourage members to learn better understand, and use the acquired knowledge that meets their needs, and to establish knowledge alliances with external partners. Keywords: Knowledge collaboration effects, latent variables, manifest variables, confirmatory factor analysis, structural equation model
Strategic Alliances between Universities and Enterprises in Training, Development of Human Resources for Tourism after COVID-19
(CamEd Business School, Feb-23) Pham Thanh Dat,; Pham Dan Khanh,; Vu Van Ngoc
COVID-19 has revealed and even increased the shortage in quantity and skills to meet the flexible business strategy of enterprises after the pandemic, especially for enterprises operating in the hotel and tourism industry. Improving the quality of human resources and increasing the supply of human resources for tourism enterprises is an urgent and complex issue. This issue requires the efforts and cooperation of businesses, schools, and the direction of the Government to meet the demand for quantity and quality of human resources for the tourism industry after the pandemic in the current situation. In this research, the authors discuss the solution of training cooperation between schools and enterprises in training and developing human resources to adapt to the post Covid-19 era. Keywords: Tourism human resources, human resources for the post-COVID-19 period, human resource training and development, training cooperation between schools and businesses
Analysis of a Multi-Country University Collaboration: The Erasmus+ Friends Project
(CamEd Business School, Feb-23) Raymond Zepp, Dewey
The paper examines the pros and cons of a three-year collaboration among 11 universities from 5 Asian countries and 4 Eastern European universities. The FRIENDS project, sponsored by the European Union, was centered on the theme of Internationalization at Home (IaH), to provide international experiences to university students staying on their home campuses, without traveling abroad. The methodology and analysis are based on interviews, over three years of the Project, with delegates from the 11 participating universities. Key focal points of the interviewees (of their choosing) were the nature of Europe-Asia collaboration, variations among the universities (especially disparities in size), unexpected consequences arising from the collaboration, and difficulties in the implementation of project activities. Suggestions are made regarding future such collaborations, especially for small universities that find it difficult to meet stringent targets for student numbers and other outputs. Keywords: Collaboration, project, internationalization, goals.
Learning by Doing - Case of Catalytic Pedagogy
(CamEd Business School, Feb-23) Poornima Narayan R; Anjali A
All life is learning and learning is lifelong. The 21st century has mandated a global shift towards inquiry, creativity, critical thinking, and leadership skills. Experiential learning triggers the development of these qualities by transforming the learner from passive to active. Days of classroom learning are a thing of the past. The concepts explained in the class have to be experienced as this enhances metacognition, the key to an efficient learner. Managerial concepts are better understood when students experience the business environment in tandem with the consumers.The current Indian teaching-learning system lacks field exposure, reflecting their professional preparedness. The teaching-learning strategy should be aligned towards building student competencies and creating a learning-practicing environment. This paper focuses on how understanding and practicing the concepts become more efficient when students internalize the crux and pulse of the concepts through real-life interactions. Even while we understand this connection, studies prove this needs to be improved. The study identifies an interdisciplinary area where field exposure contributed to student development. This being a trial, serves as effective proof of the innovative teaching methodology ‘learning by doing’. The tested methodology has to be sanctioned and adopted by the system for it to deliver efficient results from a wider perspective. Keywords: Learning by doing, experiential learning, Metacognition, Kirana stores, Economics
Developing a Dynamic Model of Interactive e-Learning in Accounting and Finance Programs in Higher Education Institutions in Cambodia: A Phenomenological Study
(CamEd Business School, February-23) Maria Isabelita C. Manzon- Cabrera
The advent of technology and putting emphasis on education in ICT has been the main focus of most universities in Cambodia. Higher education institutions are all the more challenged to be at par with neighboring countries in terms of 21st century skills and competencies, the dynamic intricacies of learning bring to the future at hand through e-learning. This study explored the lived experiences of teachers engaged in e-learning in Cambodia, especially during the pandemic. It also focused on the experience on the use of digital tools that generate great possibilities for developing new techniques of information search, skills, and technological abilities within the school’s academic framework, for teachers, who were able to ask themselves how much knowledge they have of these new tools. A phenomenological research design was adapted that culled the following emergent themes through constant comparison by means of phenomenological reduction: Innovative Teaching for Effective Learning, Building Motivation through Difficulties, E-Learning is a Necessity in New Normal Education, Having Aid from School and Technology, Prioritizes Students’ Effective Learning and Essentials that led to a Dynamic Model Framework for Interactive e-Learning in Cambodia.
A New Flow of Money Toward Social Issues: From Analysis of Japanese Social Crowdfunding Platform
(CamEd Business School, November 15, 2020) Koichi Nakagawa; Genjiro Kosaka
As a supplementary mechanism that goes beyond the limits of conventional financial systems, crowdfunding platforms, such as Kickstarter and Indiegogo, have become important funding sources. Crowdfunding enables the generation of funds for business ventures that find traditional profit-based means difficult (Bruton et al., 2015; Davis et al., 2017; Moss et al., 2015). Typical examples are social businesses that address public issues. In crowdfunding, even traditionally hard-to-fund projects such as environmental protection, heritage preservation, welfare for the disabled, and disaster recovery, can be funded by people who agree with their activities. On crowdfunding platforms, money is moved according to a logic that differs from conventional financial systems. Previous studies have revealed the differences between conventional investment and crowdfunding (Allison et 4/, 2015; Belleflamme ez al., 2014; Cholakova & Clarysse, 2015; Mollick, 2014). A notable feature of crowdfunding platforms is that projects with prosocial orientations are likely to be supported (Allison ez af., 2013; Gorbatai & Nelson, 2015; Pietraszkiewicz et al., 2017). The prosocial orientation of a business refers to its attempt to solve issues related to social welfare through commercial activities (Yunus, 2009). The prosocial orientation of projects in crowdfunding is preferred because the investment motive in crowdfunding is based on altruism, whereas the conventional investment motive is based on self-interest (Allison et al, 2015; Belleflamme ez af., 2014; Cholakova & Clarysse, 2015). In line with this thought, previous studies have pointed out that linguistic expressions of prosocial orientation in campaigns have a significant impact on the success of funding. For example, words indicating virtuous orientation (Moss et al., 2015), altruism (Pictraszkiewicz et al., 2017), and political rhetoric such as accomplishment rhetoric and blame rhetoric (Allison et 4l., 2013), have been reported to foster the success of fundraising.
The Impact of E-Learning during COVID-19 on Study Performance
(CamEd Business School, November 15, 2020) An Sita; Nuon Renborey; Sorn Tithynika
The COVID-19 pandemic has forced millions of students out of schools worldwide. The casc of Cambodia is not an exception to this situation. As the start of the Coronavirus in 2019 has caused public health awareness (Subedi et al., 2020), the spread of the virus raised concerns for schools and universitics to shut down. Countries in almost all regions around the world closed down their schools as a part of the preventive measures to control the virus. The virus has not only affected education but also socialization. As Cambodia has experienced the presence of the virus, the global pandemic has turned everything upside down; hence, its effect on Cambodia’s education sector is not surprising. Cambodia’s first confirmed case of COVID-19 occurred in late January 2020. With a second case in early March 2020 in Siem Reap province, home of the renowned temples of Angkor Wat, the Ministry of Education, Youth and Sport (MoEYS), in an abundance of caution, closed the schools until further notice. All of Cambodia’s 13,300 schools have been closed since March 16, 2020, leading many students to seek distance learning opportunities to continue their education. To respond to this crisis, United Nations Children’s Fund (UNICEF) has been working closely with the MoEYS in Cambodia to establish continuous learning activities from carly childhood through to primary, lower, and upper secondary education. Distance learning assets, including videos and e-lessons, are being broadcast on various social media platforms, television and radio, aiming to reach every household in Cambodia. E-Learning is a type of learning or teaching platform that depends on electronic devices and technology instead of papers and classroom teaching. Thus, with the outbreak of the COVID-19 pandemic, students had to meet teachers online for learning.
Economic Conditions of the Cambodian Urban Informal Workers during the COVID-19 Pandemic
(CamEd Business School, November 15, 2020) Tapas R. Dash; Shruti Dash
The impetus for this study comes from a field observation on informal workers in different urban areas in the Phnom Penh city during the COVID-19 pandemic. The prevailing pandemic has devasted economies around the world, and in particular, the informal workers, who are generally employed on a seasonal, casual, or temporary basis. and lack social protection, have suffered the worst. To mitigate the social and economic impacts of the pandemic on poor and vulnerable houscholds, the Royal Government of Cambodia launched a nationwide cash relief program in June 2020. It is believed that an effective mitigation program to counteract the negative impact of COVID-19 requires evidence-based research, and this has prompted us to carry out the present study. Emerging from Wuhan in December 2019, the “coronavirus disease 2019” (COVID-19) pandemic has drastically altered the world cconomy and affected every aspect of life. While the head of the International Monetary Fund (IMF) views that the world has faced the worst economic crisis since the Great Depression of the 1930s, and emerging markets and developing countries were the hardest hit (British Broadcasting Corporation [BBC], 2020), the International Labour Organization (2020a) describes the coronavirus pandemic as the worst global crisis since World War II. The World Bank (2021) has estimated —3.5 percent growth of the global economy for 2020. The rapid spread of the virus has not only led to the disruption of supply chains and freezing demand limiting the flows of travel, trade, and investment (Organisation for Economic Cooperation and Development [OECD], 2020), but has also slowed down economic activities in almost all countries due to lockdown and social containment measures. While nearly half of the world’s 3.3 billion workforce were at risk of losing their livelihoods (World Health Organisation [WHO], 2020), in Southeast Asia alone, with every passing month, tens of millions of more workers become vulnerable of sliding into poverty, including many in the middle class.
The Impact of COVID-19 on Education: From Students’ Perspectives
(CamEd Business School, November 15, 2020) Hak Kimlong
The spread of the novel Coronavirus or COVID-19 has severely disrupted international peace and security and posed a serious concern to the global politics and socio-economic aspects. Escalated in Wuhan, China at the end of 2019, the New Coronavirus has been officially declared as a Pandemic by the World Health Organization (WHO) in March 2020, during which 118,000 cases were confirmed (Ducharme, 2020). The Outbreak of COVID-19 has been widespread globally, now affecting more than 200 countries, and roughly 52 million confirmed cases with approximately 1.2 million death tolls (Worldometer, 2020). The impacts of the global pandemic have become a turning point of global health security, which will put a larger strain to the recession of many sectors, one of which is the educational sector. Coherent and cooperative responses from all relevant stakeholders from sub-nationals to the international level are essential to jointly combat the virus and seek preventive measures to resist a global crisis. Education has become one of the sectors which has been affected by the global pandemic as most of the infected nations including Cambodia are forced to impose lockdowns and restrictions on all institutions, entertainment venues and workplaces. Schools and educational institutions are too being suspended. There was no exemption for the educational sector when it came to the outbreak of COVID-19. The closure of all educational institutions amid the global pandemic had unprecedentedly shifted the learning behaviors of students in all levels from primary to higher education. In March 2020, the Ministry of Education, Youth and Sport (MoEYS) of Cambodia announced the nationwide closure of all private and public schools and universities (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2020). Particularly in developing countries like Cambodia, the suspension of physical classes largely contributed a number of impacts on education during the pandemic period as there is a wide social gap and inequality in terms of social welfare for higher education, affecting millions of youth who were pursuing academic degrees (Flynn & Himel, 2020).