From rote to reflective: Integrating ChatGPT to transform learning outcomes in Cambodian education

https://doi.org/10.36892/ijlls.v7i4.2188

Authors

  • Sovanna Huot University of Delhi, New Delhi
  • Sovanna Loch Nava Nalanda Mahavihara (Deemed University), Bihar, India

Keywords:

ChatGPT, reflective learning, Cambodian education, generative AI, critical thinking, digital pedagogy

Abstract

Cambodia’s education system has long been shaped by rote memorization, hierarchical classroom structures, and examination-focused curricula, practices that often inhibit the development of critical and reflective thinking. This review explores how ChatGPT, a generative artificial intelligence (AI) tool developed by OpenAI, can serve as a catalyst for shifting Cambodian learning paradigms from repetition-based instruction to more reflective, student-centred engagement. Drawing on a narrative and thematic integrative review of literature published between 2022 and 2025, the study synthesizes empirical and conceptual findings from global and regional sources, aligned with Cambodian policy frameworks. Key themes include ChatGPT’s impact on conceptual understanding, learner motivation, and metacognitive development. The findings suggest that while ChatGPT can enhance student learning when used for dialogue, clarification, and feedback, its success depends heavily on pedagogical design, teacher facilitation, and ethical integration. Major challenges include infrastructure gaps, digital literacy limitations, linguistic constraints, and cultural norms around teacher authority. The paper concludes with actionable recommendations for policymakers, educators, and researchers, including the development of Khmer-language AI tools, integration of AI literacy into national curricula, and the need for pilot studies and ASEAN-level comparative research. Ultimately, the review affirms that with inclusive planning and sustained investment, ChatGPT can support Cambodia’s transition toward a more reflective, equitable, and future-oriented education system.

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Author Biography

Sovanna Huot, University of Delhi, New Delhi

Sovanna HUOT is currently a deputy director of high school in Ministry of Education, Youth and Sport. In 2010, he passed his entrance test in the government pedagogical Teacher Trainee at Regional Teacher Training Centre (RTTC) for a two-year program, finishing in 2012 and became an official Teacher of English and had finished his bachelor’s degree in English at Western University in 2014. Also, he had finished another bachelor’s degree of Educational Administration at Buddhist University based in Kampong Cham Town. Later in 2017, he received a scholarship to pursue his master’s degree in law and another one in 2019 in Teaching English as a Foreign Language (TEFL) at Cambodian University for Specialties. Then in 2021, he received another scholarship from the government to pursue a Master of Education degree at National Institute of Education (NIE) in Phnom Penh Capital City of Cambodia, specialised in Professional Degree of Upper Secondary School Principal and got successful in the following year. He is now a PhD scholar of Political Science at University of Delhi, New Delhi State, in India under General Scholarship Scheme of Indian Council for Cultural Relations (ICCR) in 2022. His research interests involve in learning innovation and technology in education and social sciences, which being on-processes in the Regional, National, and International Development (A Glonacal Word).  

Published

2025-07-02

How to Cite

Huot, S., & Loch, S. . (2025). From rote to reflective: Integrating ChatGPT to transform learning outcomes in Cambodian education. International Journal of Language and Literary Studies, 7(4), 1–15. https://doi.org/10.36892/ijlls.v7i4.2188