Designing Benchmarking Frameworks for Teacher Support in AI-Integrated STEM Education Curriculum: Insights from Cambodia

Wiputra Cendana; Keun Im; Evan Kurnia Alim

doi:10.56741/IISTR.jpes.00992

Authors

Wiputra Cendana
wiputra.cendana@uph.edu
Universitas Pelita Harapan https://orcid.org/0009-0000-5948-2604
Keun Im National Institute of Education https://orcid.org/0009-0007-0148-9601
Evan Kurnia Alim Universitas Pelita Harapan

Keywords:

AI in Education, Digital Integration, Professional Development, STEM Education, Teacher Support

Abstract

This paper proposes a benchmarking mechanism to evaluate and enhance teacher support systems in AI and digital STEM-integrated curricula in Cambodia. It addresses the critical need for educators to incorporate AI effectively, using a mixed-research approach that combines qualitative text analysis with quantitative clustering techniques. Employing a mixed-methods approach, textual data from Cambodian teachers were collected via surveys and interviews, preprocessed (tokenization, stop-word removal, stemming), and analyzed using TF-IDF vectorization and K-means clustering. These themes form the framework's dimensions, measured by contextually relevant metrics, aiming to foster a supportive environment for teachers. Recommendations include partnerships, flexible learning pathways, and pilot programs, contributing to global best practices while addressing local educational challenges. The resulting framework dimensions (training, infrastructure, and policy integration) are measured by context-specific metrics. Findings underscore the necessity of tailored training, equitable resource allocation, and collaborative learning communities in empowering teachers to effectively integrate AI and digital technologies into STEM education. Recommendations include partnerships with tech firms, flexible learning pathways, and iterative policy adjustments based on teacher feedback.

Downloads

Download data is not yet available.

Author Biographies

Wiputra Cendana, Universitas Pelita Harapan

is a lecturer in the Primary Teacher Education program at Universitas Pelita Harapan, located at Jalan M. H. Thamrin 1100, Lippo Village, Indonesia. In addition to his academic responsibilities, he frequently serves as a Regional Facilitator (Fasilitator Wilayah) for LLDIKTI Region III. (email: wiputra.cendana@uph.edu).

Keun Im, National Institute of Education

is a researcher at the National Institute of Education in Phnom Penh, Cambodia. He earned his Ph.D. in Education from Auckland University of Technology (AUT), New Zealand. His work focuses on advancing education research and policy in the region. (email: im.keun@gmail.com).

Evan Kurnia Alim, Universitas Pelita Harapan

is a graduate of Universitas Pelita Harapan, Indonesia, with a background in mathematics and computer science. He also holds a master’s degree in computer science from the National University of Singapore. His research interests lie in emerging trends in artificial intelligence (AI), particularly in educational applications. He enjoys developing AI and data-driven software using Python. (email: eka091294@gmail.com).

References

W. Holmes, M. Bialik, and C. Fadel, “Artificial Intelligence in Education: Promises and Implications for Teaching and Learning,” in Center for Curriculum Redesign, 2019.

L. Un, and S. Sok, “Digital Literacy and Technology Integration in Cambodian Schools: A Case Study,” in International Journal of Educational Development, 62, 2018, pp. 1-8.

P. Mishra, and M. J. Koehler, “Technological pedagogical content knowledge: A framework for teacher knowledge,” in Teachers College Record, 108(6), 2016, pp. 1017-1054, doi: 10.1111/j.1467-9620.2006.00684.x. DOI: https://doi.org/10.1177/016146810610800610

R. R. Puentedura. “SAMR: A contextualized introduction.” Ruben R. Puentedura’s Weblog. Accessed: Jun. 10, 2025. [Online.] Available: http://www.hippasus.com/rrpweblog/

MoEYS, “Education Strategic Plan 2019-2023,” in Ministry of Education, Youth, and Sport, Cambodia, 2021.

T. Kheang, S. Ouk, and S. Serey, “Teacher Collaboration and Professional Development in Cambodia: Challenges and Opportunities,” in Journal of Southeast Asian Education, 21(2), 2020, pp. 45-60.

O. B. Joseph and N. C. Uzondu, “Integrating AI and machine learning in STEM education: Challenges and opportunities,” in Computer Science & IT Research Journal, 5(8), 2024, pp. 1732–1750, doi: 10.51594/csitrj.v5i8.1379 DOI: https://doi.org/10.51594/csitrj.v5i8.1379

R. Luckin, W. Holmes, M. Griffiths, and L. B. Forcier, “Intelligence Unleashed: An argument for AI in Education,” in Pearson Education, 2016.

O. Zawacki-Richter, V. I. Marín, M. Bond, and F. Gouverneur, “Systematic review of research on artificial intelligence applications in higher education – where are the educators,” in International Journal of Educational Technology in Higher Education, 16(1), 2019, pp. 1-27. DOI: https://doi.org/10.1186/s41239-019-0171-0

N. Selwyn, “Should robots replace teachers? AI and the Future of Education,” in 1st ed. Cambridge, UK: Polity Press, 2019, p. 160.

P. A. Ertmer and A. T. Ottenbreit-Leftwich, “Teacher technology change: How knowledge, confidence, beliefs, and culture intersect,” in Journal of Research on Technology in Education, 42(3), 2010, pp. 255-284, doi: 10.1080/15391523.2010.10782551. DOI: https://doi.org/10.1080/15391523.2010.10782551

R. C. Camp, “Benchmarking: The search for industry best practices that lead to superior performance,” in Quality Press, 1989, doi: 10.4324/9781003578871. DOI: https://doi.org/10.4324/9781003578871

UNESCO and Z. Varoglu, “UNESCO ICT Competency Framework for Teachers,” in United Nations Educational, Scientific, and Cultural Organization, 2018.

S. R. Goldman et al, “Exploring the Integration of Artificial Intelligence into Special Education Teacher Preparation through the TPACK Framework,” in Journal of Special Education Preparation, 4(2), 2024, pp. 52-64, doi: 10.33043/6zx26bb2. DOI: https://doi.org/10.33043/6zx26bb2

H. Arguinis, D. Bergh, and J. F. Molina-Azorin, “Methodological challenges and insights for future international business research,” in Journal of International Business Studies, 54(2), 2023, pp. 219-232, doi: 10.1057/s41267-022-00578-8. DOI: https://doi.org/10.1057/s41267-022-00578-8

J. Voogt, T. Laferrière, A. Breuleux, R. C. Itow, D. T. Hickey, & S. McKenney, “Collaborative design as a form of professional development,” in Instructional Science, 43(2), 2015, pp. 259-282, doi: 10.1007/s11251-014-9340-7. DOI: https://doi.org/10.1007/s11251-014-9340-7

Y. Yang, W. Sun, D. Sun, and S. Z. Salas-Pilco, “Navigating the AI-enhanced STEM education landscape: a decade of insights, trends, and opportunities,” Res. Sci. Technol. Educ., pp. 1–25, 2024.

D. Sun, G. Cheng, P. L. H. Yu, J. Jia, Z. Zheng, and A. Chen, “Personalized STEM education empowered by artificial intelligence: a comprehensive review and content analysis,” Interact. Learn. Environ., pp. 1–23, 2025.

A. Zemplényi et al., “Recommendations to overcome barriers to the use of artificial intelligence-driven evidence in health technology assessment,” Front. Public Health, vol. 11, Art. no. 1088121, 2023. DOI: https://doi.org/10.3389/fpubh.2023.1088121

S. Kumar, R. D. Raut, M. M. Queiroz, and B. E. Narkhede, “Mapping the barriers of AI implementations in the public distribution system: The Indian experience,” Technol. Soc., vol. 67, Art. no. 101737, 2021. DOI: https://doi.org/10.1016/j.techsoc.2021.101737

B. N. Abbasi, Y. Wu, and Z. Luo, “Exploring the impact of artificial intelligence on curriculum development in global higher education institutions,” Educ. Inf. Technol., vol. 30, no. 1, pp. 547–581, 2025. DOI: https://doi.org/10.1007/s10639-024-13113-z

A. Bernstein, Artificial Intelligence (AI) in K-8 Education: Understanding Teachers’ Perceptions and District Leader Readiness While Preparing for AI Adoption, Ph.D. dissertation, Concordia Univ. Chicago, 2025.

M. Zamiri and A. Esmaeili, “Methods and technologies for supporting knowledge sharing within learning communities: A systematic literature review,” Adm. Sci., vol. 14, no. 1, Art. no. 17, 2024. DOI: https://doi.org/10.3390/admsci14010017

C. McLoughlin, K. D. Patel, T. O’Callaghan, and S. Reeves, “The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review,” J. Interprof. Care, vol. 32, no. 2, pp. 136–142, 2018. DOI: https://doi.org/10.1080/13561820.2017.1377692

Y. Purnama, F. W. Fransiska, A. Muhdi, M. Muflihah, and F. Meisarah, “Long-term effects evaluation of using artificial intelligence-based automated learning systems in improving English content understanding at the secondary education level,” Indones. J. Educ. (INJOE), vol. 3, no. 3, pp. 622–636, 2023.

S. Sharma and N. Kumar, “The future of education: Implications of artificial intelligence integration in learning environments,” Int. J. Enhanc. Res. Educ. Dev., vol. 11, no. 5, pp. 129–133, 2023.