A rapid spread of the COVID-19 outbreak has recently shifted teaching and learning at higher education institutions (HEIs) worldwide from the traditional classroom to the online process. During the educational disruption, online teaching and learning have become an alternative to pursue education. This paper aims to analyze the antecedents and consequences of students’ study commitment at Cambodia’s HEIs during the COVID-19 pandemic. The research focused upon: adaptation of online teaching and learning, consequences and antecedents of students’ study commitment to online learning, and factors influencing students’ willingness to participate in online learning during the post–COVID-19 pandemic. The research was primarily based on an online survey among 1002 undergraduate students at Cambodia’s largest and oldest University for quantitative data. The SPSS 25 and AMOS 23 were adopted to proceed with the data analysis, especially in Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). We found that: (1) two stages of online teaching and learning processes were adopted at the Royal University of Phnom Penh (RUPP): individually-managed and institutionally-managed processes; (2) the students’ study commitment played an active role in improving their learning satisfaction. Meanwhile, academic support is one of the most outstanding factors influencing students’ online learning; and (3) in the post–COVID pandemic, 81.4% of undergraduate students did not propose to continue online learning. The survey confirms that online learning significantly reduced their academic performance, and 62.3% claimed online teaching negatively affected their studies. A prediction reveals that gender, the effect of online learning, permanent address, and home WIFI connection influence the students’ willingness to take online education in the post–COVID-19 pandemic. The findings of this research have advanced knowledge of students’ study commitment and provided scientific evidence for practitioners, planners, policymakers, and researchers to promote online teaching and learning at Cambodia’s HEIs during the post–COVID-19 pandemic.

Agricultural Cooperatives (ACs) have empowered farmers to develop resources sustainably. They transfer traditional subsistence agriculture to diversify crops and develop a value chain. This paper aims to analyze local engagement by focusing on the degree of participation, factors influencing local engagement in ACs operations and the constraints of ACs operations to support communities. With a cohort of 421 farmer members in the Kampong Speu and Pursat provinces of Cambodia, household surveys were designed to consider how factors influence local engagement. It was discovered that: (i) local engagement in ACs operations is limited, and management of boards of directors is a critical constraint to motivating local involvement; (ii) local engagement in ACs operations is associated with access to water, benefits from ACs, participation in ACs activities, risk control and ACs management, and ACs operations do not promote access to agricultural inputs; and (iii) ACs operations have faced several constraints, including poor management, inadequate capital accumulation, unavailable loans, loan mismanagement, a lack of skills, high illiteracy levels, small share values, a lack of access to credit facilities, access to the competitive market and a lack of support from extension services. This empirical study, with implications from Structural Equation Modeling (SEM), addresses a gap in the literature by exploring engagement in ACs operations.

This research aims to investigate the roles of agricultural cooperatives (ACs) in the provinces Pursat and Kampong Speu, Cambodia, with respect to managing the drought risks among smallholder farmers, with particular focus on the following factors: (a) the impacts of drought on socio-economic development and livelihood; (b) the services delivered by AC operations in terms of increasing the five livelihood assets; and (c) the interactions between AC operations, adaptive capacity, and the impacts of drought. Household surveys were conducted among 421 smallholder farmers; in addition, case studies were also conducted with stakeholders in the Bakan district in Pursat Province and the Barsedth district in Kampong Speu Province. The study demonstrates that (i) both climatic and human-made factors contributed toward the impact of drought in the Bakan and Barsedth districts. Furthermore, this hazard affected smallholder farmers. (ii) AC operations increased the smallholder farmers’ access to natural and physical assets. Currently, AC operations are constrained by a lack of willingness and commitment in AC committees, trust building in the communities, and human and financial resources after development projects, which are implemented by non-governmental organizations (NGOs). (iii) Adaptive capacity contributed to the drought impacts and participation in AC activities, but the involvement in AC activities did not contribute to AC operations nor to aiding with the impacts of drought. This empirical research, which was performed via structural education modeling (SEM), fills a gap in the literature by increasing the understanding of the roles of AC operations in the context of drought risk management and their role in increasing access to the five livelihood assets.

Aim: This article examines how a virtual case prepares students for job opportunities and satisfaction with vocational and training institutions in Cambodia. Method: This study included 244 Cambodian students at the BIT and NVIB in Battambang province, Cambodia. A self-administered and structured questionnaire captured how students experienced vocational and training institutions to meet and satisfy their job opportunities based on the job market needs and demands. Result: The results of SEM show that both the BIT and NVIB participants thought joining the vocational training curriculum they received contributed to their job satisfaction opportunities in job market needs and demands linked with the industrial needs. Conclusion: The BIT and NVIB play different roles in terms of designing "Curriculum Quality," improving "Teacher Capacity," enhancing students' "Satisfaction with Job Opportunities," and influencing "Student Decision making to study." More details of research findings are also discussed in this study. Keyword: Curriculum Quality, Teacher Capacity, Satisfaction with Job Opportunities, Student Decision making to study, Vocational education and training, TVET. DOI: 10.7176/EJBM/15-17-04 Publication date:October 31^st 2023