Purpose: This study aims to assess the financial literacy awareness and practices of village savings group members in rural Cambodia, focusing on their earning, saving, spending, borrowing, insurance coverage, financial concepts awareness, and use of mobile applications. Methodology: The study employed a quantitative research approach, surveying 109 savings group members from 24 villages in Cambodia's Kampot and Kampong Thom provinces using a structured questionnaire administered through face-to-face interviews. The collected data were then analyzed using descriptive statistics. Findings: The study identified a relatively strong financial literacy among the respondents, indicating the potential for further capacity building. However, significant barriers to financial inclusion and access to formal financial services were revealed. The study also highlighted gaps in insurance coverage, particularly for agricultural and health risks, and limited use of mobile financial applications. Implications: The findings highlight the urgent need for targeted interventions to improve access to formal financial services, strengthen insurance product uptake, and address challenges in using digital financial tools in rural Cambodia. Originality: This study offers detailed micro-level insights into the financial literacy, practices, and challenges of village savings group members, which is essential for developing effective strategies to enhance financial inclusion. Limitations and future research: The findings may not be generalizable to other contexts, as the study was conducted within a specific rural community. Future research could explore financial practices in different geographical and socioeconomic settings and delve into the root causes of barriers to inform targeted interventions and policy recommendations.

The study examines the impact of screen time and time management practices on the academic performance of Cambodian accountancy students. A quantitative approach was adopted using a structured questionnaire administered to 663 students. The research explores educational and non-educational screen time usage, perceived benefits, and time management strategies. Data analysis involved descriptive statistics, chi-square tests, and one-way ANOVA. The findings indicate a positive relationship between educational screen time and academic performance as measured by CGPA. Students recognize the advantages of educational screen time in enhancing digital literacy and facilitating self-paced learning. Surprisingly, the results also show a positive relationship between non-educational screen time and CGPA. Additionally, no significant relationship was found between time management practices and CGPA. These outcomes challenge conventional assumptions, suggesting that other factors, such as the ability to regulate screen time and manage distractions may play a crucial role in academic success. The study underscores the importance of promoting balanced digital habits and effective self-regulation strategies. Ultimately, this research serves as a valuable resource for teachers and policymakers, offering insights to enhance student performance and well-being in the digital era. By fostering a more supportive learning environment for Cambodian accountancy students, it provides a foundation for future studies to explore causal relationships and the specific content of screen time usage to refine these conclusions further.