Generative AI and Cambodian curriculum: Risks and Rewards for Student Learning and Research Integrity

Kimyut Phin; Sovanna Huot

doi:10.63381/jeilt.v2i1.87

Authors

Kimyut Phin
Sovanna Huot

DOI:

https://doi.org/10.63381/jeilt.v2i1.87

Keywords:

Generative AI, Cambodian education, academic integrity, digital pedagogy, ChatGPT, educational policy

Abstract

This paper analyzed the incorporation of generative artificial intelligence (AI) into Cambodian education system, focusing on the curriculum development, pedagogy, and academic integrity. This study reviewed the uses of ChatGPT, Grammarly, and Notion AI by Cambodian students and educators. With the generative AI for education, such as personalized feedback, research assistance, and digital skills training, the perils of facilitating cheating, misinformation, and worsening the digital divide pervasive in education were just as considerable. The tiered policy strategies and practical frameworks were useful for the education institutions, teachers, and technology creators in using ethical and inclusive AI. The research emphasized on contributions to national policy frameworks, advanced educational tools, interoperability, and proactive role and educational equity.

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