Exploring the Discourse on "Digital" in Cambodian Education: An Analysis of Policies and Publications on Digital Literacy and the Digital Economy

• In Event: Policy mechanisms and glocal shifts: Shaping futures of education in Southeast Asia

Proposal

This study examines the introduction and evolving discourse surrounding the term "Digital" in Cambodia’s education system, with a particular focus on the development of digital literacy and the growing integration of the digital economy. The analysis is situated within the broader framework of Cambodia’s Digital Economy and Society Policy Framework, which outlines a phased approach to national digital transformation from 2021 to 2035. Phase 1 (2021-2025) emphasizes building the digital foundation and fostering digital adoption, while Phases 2 and 3 focus on widespread digital adoption and eventual full-scale digital transformation by 2035. These policy goals aim to align Cambodia with regional and global trends while addressing the country’s specific challenges.
Through comprehensive text mining techniques, this study analyzes key policy documents, publications, digitally accessible OpEd, and social media posts, including the Education Strategic Plan 2019-2023. The goal is to investigate how national digital strategies have influenced the discourse on digital literacy in the education sector. Additionally, the 2022 EduTech Roadmap and the 2020 Cambodian ICT Master Plan are examined to assess the impact of these digital policies on educational technology and ICT initiatives.
By employing a text-mining as a method, the research uncovers recurring themes, dominant narratives, and linguistic patterns that shape the national conversation on digital literacy and digital economy integration. As in Yamada's (2024) work on SDG 4, synchronic and diachronic text mining methods are applied to explore the evolution of digital discourse over time, offering insights into how language constructs both policy and public understanding. The findings reveal that while digital transformation is framed as a critical factor for modernization and economic growth, cultural and political dimensions play a significant role in shaping how digital literacy and the digital economy are understood and implemented within the Cambodian context. This research contributes to understanding the role of language in framing digital realities in education and economic development in Cambodia.
References:
Yamada, S. (2024). The synchronic and diachronic evolution of key themes around SDG 4 before and after 2015: From a quantitative analysis of web-downloaded texts. International Review of Education. https://doi.org/10.1007/s11159-024-10078-6

Author

• Vongrathayuth Hingphith, University of Minnesota