Abstract/Summary

As Cambodia aims to become an upper-middle-income country by 2050, STEM education is recognised as a pivotal element in this transformation. However, significant challenges impede educational development, including a shortage of qualified STEM teachers, insufficient training, and limited resources. In this regard, this study addresses the pressing need for effective Continuous Professional Development (CPD) for STEM teachers, highlighting significant gaps in current educational practices. Specifically, it evaluates the availability and challenges of existing CPD programmes to identify shortcomings and suggest policy improvements. Using a mixed-methods approach, this research began with a qualitative phase, interviewing 52 stakeholders and 37 STEM teachers across six provinces. The quantitative phase involved surveying 401 teachers from 60 schools, while ensuring diverse representation. The findings reveal a landscape where CPD practices are prevalent, yet predominantly limited to workshops and in-school training sessions, primarily driven by project interventions. This CPD landscape raises important questions about the equity and sustainability of CPD initiatives that impact STEM education within this context. Moreover, the study uncovers significant gaps not only in contextual and individual relevance but also in the importance of training scope and interdisciplinary connections, as well as the ongoing support for CPD delivery, which hinders effective classroom application. This research, therefore, provides novel insights into enhancing STEM education in the developing country of Cambodia, paving the way for future inquiries and practical solutions in similar educational settings. 

DOI: https://doi.org/10.64202/wp.154.202512