Reimagining Learning in Cambodian Classrooms: The Impact of ChatGPT on Student Performance, Perception, and Critical Thinking in the Digital Age

Abstract

This study investigates the transformative potential of a generative artificial intelligence (AI) tool to reshape Cambodian education by improving student performance, enhancing learning perceptions, and fostering critical thinking. Through an integrated thematic analysis of global literature spanning 2022 to 2025, the article synthesizes empirical findings and conceptual ideas, aligning them with Cambodia’s post-pandemic education reforms and digital policy agendas. When combined with culturally grounded pedagogy and suitable instructor facilitation, AI can personalize learning, encourage student agency, and scaffold higher-order thinking, according to this scholarly paper. Still, it also draws attention to important issues, including the digital divide, low AI literacy among teachers, and ethical questions such as plagiarism and bias. Using a global, national, and local framework, the debate positions worldwide trends within the Cambodian reality and suggests localized implementation solutions. Among the main suggestions are launching AI pilot projects, developing Khmer-language models, funding teacher development, and enhancing public-private cooperation. The paper ends by noting future research targets, including classroom-based studies and cross-country comparisons of ASEAN policies, thereby providing a roadmap for fair and ethical AI inclusion in Cambodian classrooms.