International Journal of Language and Literary Studies

Volume 7, Issue 4, 2025

Homepage : [Link]

From Rote to Reflective: Integrating ChatGPT to Transform

Learning Outcomes in Cambodian Education
Sovanna Huot
University of Delhi, New Delhi, India
ORCID: [Link]

Sovanna Loch
Nava Nalanda Mahavihara (Deemed University), Bihar, India

DOI: [Link] 10.36892/ijlls.v7i4.2188

APA Citation: Huot, S. & Loch, S. (2025). From Rote to Reflective: Integrating ChatGPT to Transform Learning
Outcomes in Cambodian Education. International Journal of Language and Literary Studies. 7(4).1-15.
[Link]
Received: Abstract
22/05/2025 Cambodia’s education system has long been shaped by rote memorization, hierarchical
classroom structures, and examination-focused curricula, practices that often inhibit the
Accepted:
20/06/2025 development of critical and reflective thinking. This paper investigates how the
generative artificial intelligence (AI) tool ChatGPT, developed by OpenAI, may be a
Keywords: catalyst for changing Cambodian learning paradigms from repetition-based instruction
ChatGPT, to more reflective, student-centered interaction. Based on a narrative and theme
generative integrative literature review that spans 2022–2025, the study compiles empirical and
artificial conceptual results from international and regional sources, all in line with policy
intelligence, frameworks in Cambodia. The impact of ChatGPT on conceptual understanding, learner
critical motivation, and metacognitive development are among its key themes. The results imply
thinking, that although ChatGPT can improve student learning when applied for dialogue,
digital explanation, and feedback, its performance mostly depends on pedagogical design,
pedagogy, instructor facilitation, and ethical integration. Infrastructure gaps, limitations in digital
reflective literacy, linguistic constraints, and cultural norms around teacher authority are all major
learning, issues. Including the creation of Khmer-language AI tools, integration of AI literacy into
Cambodian national curricula, and the requirement of pilot studies and ASEAN-level comparative
education . research, the report ends with practical recommendations for legislators, teachers, and
researchers. In the end, the analysis confirms that ChatGPT can help Cambodia's
transformation toward a more reflective, fair, and future-oriented educational system by
means of inclusive planning and consistent investment.

1. INTRODUCTION: CAMBODIA'S DIGITAL ERA EDUCATIONAL CHALLENGE

Rote memorization, high-stakes tests, and teacher-centered instruction have long defined the
Cambodian educational system. These methods were mostly adopted during post-conflict
reconstruction in the 1990s and early 2000s when fast access's priority above pedagogical
quality took the front stage (Benveniste et al., 2008; Bray & Bunly, 2005). Often at the price
of critical thinking, creativity, or problem-solving, classroom instruction in both general and
higher education usually stresses factual memory, textbook conformity, and repetition-based
learning. This legacy endures today when standardized tests still predominate in educational
measurement and influence instructional techniques (MoEYS, 2019). This system is based on

International Journal of Language and Literary Studies 1

From Rote to Reflective: Integrating ChatGPT to Transform Learning Outcomes in Cambodian Education
a strong hierarchical structure in which professors are seen as authoritative figures, and student
input is typically limited.

Confucian and Buddhist social ideals of respect and obedience to authority help to perpetuate
a norm whereby students are hardly encouraged to question, criticize, or co-create knowledge
(Tan, 2007). Learners thus turn from active participants in their own intellectual growth to
passive receivers. Although Cambodia has made great strides toward increasing enrolment and
raising literacy, the quality element of education, especially in terms of cognitive and reflective
skill development, remains a major obstacle. Unlike Cambodia's conventional learning
methods, international education agendas have changed toward reflective, inquiry-based, and
critical learning paradigms. The 21st-century skills movement, led by organizations like as
UNESCO, the OECD, and the World Economic Forum, focuses on competencies known as the
"4Cs": creativity, collaboration, communication, and critical thinking (Trilling & Fadel, 2009;
UNESCO, 2015). These frameworks emphasize the importance of learners developing higher-
order thinking and adaptable problem-solving skills in the face of fast technological,
environmental, and societal change. As part of this change, digital fluency and artificial
intelligence literacy are becoming more and more important elements of worldwide educational
systems (OECD, 2023). Students must be not just proficient users of AI tools but also ethical
and critical interactors with them. Defined by Schön (1992) as the process by which people
critically analyze their ideas, decisions, and practices, reflective learning has grown to be a
major instructional tool for producing independent and resilient students. This global
pedagogical reorientation emphasizes how urgently nations like Cambodia must transcend rote
learning and create a more dynamic, reflective learning environment.

Within this worldwide change, OpenAI's generative artificial intelligence model ChatGPT
presents an unparalleled chance to assist Cambodia in moving toward reflective learning
settings with a student-centric focus. Built on big language models (LLMs) like GPT-3.5 and
GPT-4, ChatGPT may interact with students in dialogic exchanges, offer real-time feedback,
help with writing and problem-solving, and support concept exploration (Wan et al., 2022;
Zhai, 2023). Its accessibility through online browsers and mobile devices makes it an enticing
tool for classrooms with low resources, particularly in Cambodia, where technology
competence is unequal but fast rising in Digital Readiness Assessment (2022). Crucially,
ChatGPT's design lets it be a cognitive partner instead of only a tool. When used in conjunction
with guided pedagogy, it can help students reflect, metacognition, and develop concepts
(Kasneci et al., 2023). For example, when students are asked to justify their responses, analyze
alternatives, or reflect on the reasoning process behind an answer, ChatGPT can help by asking
follow-up questions and providing personalized elaboration. ChatGPT's pedagogical potential,
however, depends on how teachers define its use, the quality of the prompts, and the degree to
which reflective learning structures are included in classroom practice; it is not automatic.

This current study aims to look into ChatGPT's potential to transform Cambodian education
from a rote-focused approach to one based on reflective, critical, and inquiry-driven learning.
The study pursues three specific objectives: (1) to systematically assess international empirical
and conceptual research on the educational applications of ChatGPT, with a focus on student
performance, learning perception, and reflective skill development; (2) to contextualize these
global findings within Cambodia’s educational landscape, examining their relevance to
existing policy priorities, teacher practices, and cultural norms, and (3) to identify the practical,
International Journal of Language and Literary Studies 2
 Volume 7, Issue 4, 2025
infrastructural, and ethical challenges associated with the integration of ChatGPT in
Cambodian classrooms and universities, and to propose strategies for sustainable and equitable
adoption of AI in pedagogy.

2. REVIEW OF THE LITERATURE: REEVALUATING LEARNING WITH AI

2.1. Theoretical Models
The transition from rote to reflective learning is supported by various major educational
theories that promote higher-order thinking, active knowledge production, and metacognitive
reflection. From simple tasks like remembering and understanding to sophisticated processes
like analysis, assessing, and creating, Bloom's Revised Taxonomy, developed by Anderson and
Krathwohl (2001), provides a generally accepted framework for classifying cognitive talents
in education. This taxonomy has been useful in pushing for instructional strategies that value
the depth of learning above factual recall. Within the scope of AI technologies like ChatGPT,
this helps teachers create assignments and questions that foster conceptual comprehension and
synthesis instead of memorization. Constructivist pedagogy, founded on the writings of Lev
Vygotsky and Jean Piaget, holds that learners actively construct knowledge through
experiences, interaction, and scaffolding offered by more knowledgeable peers or tools (Piaget,
1972; Vygotsky, 1978). When utilized sensibly, ChatGPT can be a digital scaffold for students
in their Zone of Proximal Development (ZPD), providing customized explanations, feedback,
and step-by-step directions to support the constructivist model of learning.

Finally, Schön (1992) developed a theory of reflective practice that emphasizes the importance
of learners becoming reflective practitioners who engage in ongoing self-assessment and
critical inquiry. Reflection-in-action and reflection-on-action are both vital for developing
adaptable, autonomous learners. Generative AI can facilitate this by prompting students to
articulate reasoning, consider alternative viewpoints, and reflect on their learning processes,
particularly through dialogue-based interfaces.

[Link] of Rote Learning in Southeast Asia

Despite the global pedagogical shift toward learner-centered models, many education systems
in Southeast Asia remain entrenched in content-heavy, exam-oriented instruction. Studies show
that curricula across the region, including in Thailand, Vietnam, Laos, and Cambodia, prioritize
factual memorization and rigid conformity to syllabi (Hallinger & Bryant, 2013). Many times,
depending on pedagogic approaches, teachers limit possibilities for student-led research or
artistic expression. These issues are especially acute in Cambodia. Emphasizing assessments-
driven reforms, the MoEYS has historically focused on standardized testing, grading openness,
and exam integrity (MoEYS, 2019). While such reforms have reduced corruption and increased
credential credibility, they have also reinforced restricted notions of academic achievement
based on passive knowledge consumption.

Furthermore, classroom dynamics can hinder questioning and critical thinking due to strongly
established cultural norms that support teacher authority and hierarchical interactions (Huot &
Em, 2025; Tan, 2007). Students often focus on duplicating what they have learned rather than
synthesizing or applying it on their own. This background highlights the urgency as well as the
difficulty in using ChatGPT to support reflective and dialogic learning.

International Journal of Language and Literary Studies 3

From Rote to Reflective: Integrating ChatGPT to Transform Learning Outcomes in Cambodian Education
2.3. The Growth of Generative AI in Global Education
The publication of ChatGPT in late 2022 represented a watershed moment in global education,
sparking broad experimentation with generative AI technologies in schools and universities.
Constructed on OpenAI's GPT-3.5 and GPT-4 architectures, ChatGPT can generate coherent
text outputs in response to human requests, spanning idea generation and feedback providing
to modeling of academic talks. Teachers have started using ChatGPT in their curricula in many
nations to help with academic writing, clarify difficult ideas, and advance self-regulated
learning. Wang and Fan’s (2025) meta-analysis of 51 research spanning 2022-2024 indicated
significant improvements in student writing quality, motivation, and topic retention when
ChatGPT was utilized with traditional instruction. Kasneci et al. (2023) found that ChatGPT
can improve student involvement by serving as a supportive "thinking partner," especially in
individualized or collaborative assignments. Especially these advances have spurred legislative
reactions. For instance, the Ministry of Education of Singapore and the Education Office of
South Korea have started pilot projects to investigate the responsible use of artificial
intelligence in educational settings including curriculum reform and teacher training on ethical
AI use (OECD, 2023).

[Link] Thinking in AI
One of the most intriguing applications of generative AI in education is its ability to encourage
critical thinking and reflective inquiry, notably through dialogic engagement and Socratic
questioning. ChatGPT can help students assess arguments, consider alternative explanations,
and investigate cause-and-effect linkages in ways that are consistent with higher-order
cognitive objectives (Baidoo-Anu & Ansah, 2023; Zhai, 2023). Still, there are major hazards
even with this promise. Documenting widespread occurrences of "AI hallucinations," Borji
(2023) and Huot and Em (2024) show that ChatGPT creates factually erroneous or
manufactured information that seems believable. These mistakes might mislead pupils lacking
enough background knowledge to spot mistakes, therefore compromising the results of
education (Susnjak, 2024). Furthermore, the data on which ChatGPT was trained shapes its
outputs, therefore introducing cultural, ideological, or linguistic biases into responses,
especially problematic in multicultural and postcolonial settings like Cambodia. The higher
incentive for plagiarism adds still another risk. Students who portray AI-generated text as their
own without honing personal reasoning or synthesis skills could be lacking in Such reliance
over time may undermine original ideas and lower student interaction with foundational
knowledge. The phenomena of "cognitive offloading," whereby students outsource thinking to
artificial intelligence technologies, might also result in a drop in autonomous problem-solving
and introspection.

Integrating artificial intelligence use with robust pedagogical scaffolds is crucial to help to
overcome these obstacles. Teachers must help pupils check AI responses, consider the logic
behind responses, and separate original work from AI help. Activities that critically assess
ChatGPT's recommendations, apply artificial intelligence as a comparative tool, and stress
ethical use practices should be included in instructional design. Without these protections,
using ChatGPT could compromise the same objectives of reflective and critical learning it
seeks to advance.

[Link] Education Scene in Cambodia

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 Volume 7, Issue 4, 2025
Although Cambodia has made great progress toward digital transformation in education, some
institutional problems still exist. The MoEYS ICT in Education Roadmap 2021–2025 describes
national goals for developing digital infrastructure, improving teacher digital abilities, and
growing e-learning platforms (MoEYS, 2021). Complementing the roadmap is the Digital
Education Strategy 2024–2028, which gives basic digital competencies top priority, localized
content development, and integration of new technologies, including artificial intelligence, first
importance. Still, implementation varies between areas. Digital Readiness Assessment (2022)
claims that just 33% of rural Cambodian homes have consistent internet connectivity and that
device ownership remains low, particularly among public school students. Moreover, many
educators say they have just little access to sophisticated digital technologies outside of
standard PowerPoint and Google Classroom (UNESCO, 2020). The linguistic and cultural
localization of artificial intelligence techniques poses still another obstacle. Most existing
generative models, like ChatGPT, are mostly in English with minimal capabilities in Khmer,
Cambodia's national language. Particularly for instructors and students in rural or monolingual
environments, this limits access and generates linguistic inequalities. Cultural perceptions also
play a role. While digital tools are increasingly accepted, there remains a degree of skepticism
about the role of AI in education, especially concerning its impact on student integrity, effort,
and ethical behavior (MoEYS, 2024). Overcoming these challenges requires not only
infrastructure development but also policy support, teacher training, and stakeholder
engagement at all levels of the system. An overview is provided in Table 1.

Table 1: Key Themes in the Literature on AI, Rote Learning, and Reflective Pedagogy

Subsection Theme Key Insights Cambodian Context

Bloom’s Revised Taxonomy
Provides a theoretical basis
Educational emphasizes a move from
for shifting Cambodian
Theoretical Foundations of memorization to creativity;
classrooms from passive
Frameworks Reflective Constructivism and Reflective
learning to reflective,
Learning Practice support active, inquiry-based
student-centered models.
learning.
Southeast Asian Emphasizes the need of
Emphasizing memorization and
Rote pedagogy changing Cambodian
teacher authority. Cambodia reflects
learning's teaching curricula and teaching
regional trends supported by MoEYS
limits remains exam- strategies to encourage
assessment priorities.
centric deeper learning.
Used worldwide for task planning, Showcases how ChatGPT
Development
Adoption of idea generating, personalized could be used in
of
ChatGPT in feedback, and writing support. Cambodian classrooms and
Generative
Education Demonstrated to raise learner institutions as a low-cost
AI
autonomy and academic performance learning tool.
If coupled with teacher
Artificial Reflective ChatGPT can help with metacognition
preparation, it supports
Intelligence Thinking and and discussion, but it requires
incorporation of ChatGPT
and Critical Socratic instructor support to avoid superficial
into critical thinking
Thought Invasion participation and dependency.
education.
Possibilities Although national policies exist Urges context-specific AI
EdTech
and Challenges (MoEYS Roadmap), rural-urban application tactics in
Landscape of
for AI disparities, a shortage of Khmer- education, with an
Cambodia
Integration language resources, and insufficient emphasis on equity,

International Journal of Language and Literary Studies 5

From Rote to Reflective: Integrating ChatGPT to Transform Learning Outcomes in Cambodian Education
Subsection Theme Key Insights Cambodian Context
teacher AI literacy continue to be language, and
significant impediments. infrastructure.

3. METHODOLOGY: REVIEW DESIGN AND ANALYTICAL FRAMEWORK

[Link] Type
This examination of literature adopts a narrative and thematic integrative review design,
suitable for synthesizing both empirical findings and conceptual frameworks across diverse
sources. Integrative reviews, as stated by Whittemore and Knafl (2005), allow for the inclusion
of studies utilizing various approaches, enabling comprehensive insights into new issues, such
as the educational use of ChatGPT, where systematic reviews may be premature due to the
field's infancy. Together with insights from Cambodian education policy and development
reports, the review includes worldwide literature from high-resource settings. This method
supports a glonacal (Global, National and Local) perspective (Marginson & Rhoades, 2002),
whereby global, national, and local educational dynamics are simultaneously considered to
evaluate how generative AI tools might change classroom practices from rote learning to
reflective thinking in Cambodia.

[Link] Sources and Search Strategy

The review used a methodical search strategy across five main academic databases known for
their relevance to education and technology research: Scopus, Web of Science, ERIC
(Education Resources Information Centre), JSTOR, and Google Scholar, so guaranteeing a
strong and thorough evidence base. The search was undertaken between January 2022 and
March 2025, coinciding with the public release of ChatGPT and the consequent boom in
educational research on generative AI. Boolean operators helped to arrange search terms so
that pertinent themes could be combined:

"ChatGPT," OR "large language models," AND "reflective learning," OR "critical thinking,"

OR "metacognition," AND "Cambodia," OR "Southeast Asia," OR "education," AND "rote
learning," OR "exam-oriented learning," OR "student-centered learning,"

Reference list screening and citation chaining were also used to find more relevant material,
particularly research on low- and middle-income countries (LMICs) or Southeast Asian
education systems.

[Link] and Including Standards

This study used well-defined inclusion and exclusion criteria during the process of selecting
the literature to guarantee analytical rigor and subject relevance. Reviewed studies consisted
of official education reports released between 2022 and 2025, conference proceedings, and
peer-reviewed journal publications. Eligible research included those that specifically addressed
ChatGPT, reflective pedagogy, or the broader educational use of generative AI technologies,
particularly those with proven consequences for teaching practice, curricular innovation, or
learner engagement. Research done at both K–12 and higher education levels was considered,
including studies from both global settings and sources particular to Cambodia to support
comparative and localized studies. Along with conceptual and theoretical frameworks pertinent
to AI-enhanced education and reflective learning, the review drew on a varied corpus of
literature, including empirical research with quantitative, qualitative, and mixed-methods
International Journal of Language and Literary Studies 6
 Volume 7, Issue 4, 2025
methodologies.
Studies that only focused on non-generative educational technology, such as
videoconferencing platforms (e.g., Zoom) or learning management systems (e.g., Moodle),
were removed since they were outside the scope of generative AI. Also omitted were non-
academic or informal sources like opinion blogs, editorials, and commercial white papers
lacking methodological transparency or peer validation. Regardless of their relevance to
artificial intelligence, studies lacking a comprehensive address of pedagogical transformation,
critical thinking, or reflective learning were also excluded. Following a modified form of the
PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) rules, the
screening method guaranteed uniformity, openness, and replicability through the review
process (Page et al., 2021).

3.4. Analytical Method

Under guidance from Braun and Clarke's six-phase model of theme analysis (2006), the
selected material was investigated using a thematic coding system. This method was chosen
for its flexibility in gathering latent and manifest material within conceptual and qualitative
data. Focusing on these three key areas of educational reform allowed us to achieve our
research objectives. First, the discipline of student performance and knowledge explored how
ChatGPT influences students’ conceptual clarity, academic achievement, and subject-matter
comprehension. Second, the group on learning perception and engagement examined students'
motivating responses, their readiness to interact with AI tools, and the supposed utility of
ChatGPT in daily learning contexts. Third, the subject of reflective and critical thinking
development assessed ChatGPT's degree of supporting higher-order cognitive processes, open-
ended research, and metacognitive reflection. Cross-referencing current educational
frameworks, including Bloom's Revised Taxonomy, a theoretical construct advanced by
Anderson and Krathwohl (2001). Reflective Practice theory, an approach introduced by Schön
(1992), and recent meta-analyses on generative AI in education (e.g., Wang & Fan, 2025)
helped to validate themes. Emerging themes were also mapped to Cambodian education policy
priorities, including those mentioned in MoEYS ICT in the education roadmap 2021–2025 and
the draft digital education strategy 2024–2028, guaranteeing contextual alignment.

3.5. Restraints of the Examining

Although the review presents a current and critical synthesis of generative artificial
intelligence's ability to facilitate reflective learning in Cambodia, certain constraints have to be
admitted. First, the recency of ChatGPT research restricts the depth and breadth of accessible
material. Since the instrument was only made public in late 2022, most of the present research
is still exploratory, and few long-term, large-scale empirical investigations are accessible. This
temporal limit might influence the generalizability of results and the strength of educational
impact evaluations (Borji, 2023). Second, direct, actual data from Cambodian classrooms is
lacking. This study does not include firsthand data from local teachers or pupils, even though
it places worldwide results within Cambodian educational systems and practices.

Consequently, conclusions on the applicability of ChatGPT in Cambodian colleges and

universities remain speculative. Third, the analysis suffers from language and cultural
constraints. Most examined literature comes from the Global North, where infrastructure,
instructional approaches, and AI readiness vary greatly from those in Cambodia; it is written
in English. Studies on Khmer-language artificial intelligence applications, rural digital divides,

International Journal of Language and Literary Studies 7

 From Rote to Reflective: Integrating ChatGPT to Transform Learning Outcomes in Cambodian Education
and regional educational norms, all of which are vital for successful and fair AI integration in
Cambodia, remain conspicuously lacking. Notwithstanding these constraints, this study offers
a key basis for the next studies, policy formulation, and teacher development initiatives. The
data in Table 2 provides a roadmap for the reflective and ethical adoption of generative AI
technologies in Cambodian classrooms and higher education settings by combining global
insights with national education priorities.

Table 2: Methodology Summary Review Analytical Framework and Design Tools

Section Component Description

Evaluates ChatGPT's potential in moving from rote to reflective
Integrative Narrative
learning by combining worldwide empirical and conceptual
Review
Review Type studies with Cambodian policy texts.
Education transformation themes: critical/reflective thinking,
Focus Theme
learning perspective, student performance.
Database 2022–2025
Scopus, Web of Science, ERIC, JSTOR, Google Scholar.
used
Data Sources "ChatGPT," "reflective learning," "rote learning," "Cambodia,"
Keywords
and Search "AI in education," and "critical thinking."
Strategy
Relevant worldwide and Southeast Asian literature was gathered
Methods of
using Boolean operators, reference list scanning, and citation
Searching
chining.
Programs Emphasized ChatGPT, reflective pedagogy, or
generative AI in education; global and Cambodian settings;
Included Research
empirical and theoretical works; peer-reviewed articles,
conference papers, and official reports (2022–2025).
on non-generative EdTech (e.g., Zoom), non-academic blogs or
Excluded Studies white papers, and sources not related to pedagogy, critical
Exclusion thinking, or educational transformation.
Standards
Transparency, dependability, and replicability driven by a
Protocol
screening protocol inspired by PRISMA.
Based on Braun and Clarke (2006) Thematic Coding
Analysis
Framework, manual coding into three domains
Student Interpretive
Using ChatGPT looks at learning results, understanding, and
Skills and
concept mastery.
Performance
Examining student motivation, attitude toward artificial
Methodical Learning Perception
intelligence, and classroom interaction helps one better
Approach and Engagement
understand learning perception and engagement.
Critical and Thought evaluates growth in metacognition, Socratic thought,
Reflective and autonomous research.
Bloom's Taxonomy, Reflective Practice theory(Schön, 1992),
Framework
and Cambodian MoEYS methods (2021–2028) mapped to coded
Synchronization
themes.
Though most of the research is exploratory or temporary,
Constraints Recent Research
ChatGPT is a recent technology (Borji, 2023).

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 Volume 7, Issue 4, 2025
Section Component Description
Lack of Localized Not any main data from Cambodian schools; contextual
Data relevance is deduced from secondary sources.
Most of the literature is English-language and Global North;
Linguistic and
little is known about Khmer AI technologies or culturally based
Cultural Divide
pedagogy.

4. THEMATIC DISCOVERIES CHANGING THE LEARNING FRAMEWORK

ChatGPT's inclusion into classrooms marks a possible turning point for changing how students
interact with materials, view learning, and grow in reflective thinking. Three interrelated
themes, conceptual understanding and performance, student motivation and perception, and
metacognitive growth through reflective practice, emerged from the review when one drew on
worldwide research and placed it within the Cambodian educational system.

4.1. Improving Performance and Conceptual Understanding

ChatGPT's ability to increase conceptual clarity and enhance academic performance is among
the most often recorded advantages for use in the classroom. ChatGPT has been demonstrated
in several research to assist students in reevaluating difficult material, clarifying unclear
concepts, and extending basic responses into more orderly academic arguments (Kasneci et al.,
2023; Wang & Fan, 2025). In situations when students struggle with second-language
expressiveness or discipline-specific vocabulary, a difficulty well-documented in Cambodian
secondary and tertiary institutions, this is especially important (UNESCO, 2020). ChatGPT can
offer vocabulary choices that improve both fluency and coherence, sentence-level
recommendations, and outlines in writing-intensive courses. In science or mathematics, the
tool can help iterative learning by dissecting difficult tasks into reasonable steps and clarifying
conceptual mistakes. When students utilized ChatGPT for feedback on draft essays, Zhai
(2023) found that their performance on final tests improved noticeably when compared to peers
who got just peer or teacher comments. Many Cambodian students, who often struggle with
English competency and analytical writing skills, can find ChatGPT to be a kind of customized
scaffolding that helps to offset limited teacher-student contact in congested classrooms. As the
literature emphasizes, though, this advantage is best realized when students learn how to
interact with AI tools critically and iteratively rather than depending just on them for
summaries or answers.

[Link] Learning Motivation and Student Viewpoint

The way ChatGPT influences students' perceptions of learning raises still another important
issue. Students from all around the world increasingly view ChatGPT as a kind of "learning
assistant," a responsive and nonjudging friend who lowers anxiety related to failure by means
of experimentation encouragement (Jalon Jr et al., 2024). Especially in project-based or self-
paced learning situations, the tool's 24/7 availability, conversational interface, and capacity to
offer instantaneous feedback help to increase student autonomy. Studies conducted in higher
education environments in Korea, the UK, and India revealed that among students using
ChatGPT, higher degrees of academic motivation, curiosity, and help-seeking behavior
(Baidoo-Anu & Ansah, 2023). These effects were most pronounced when the AI tool was
integrated into instructional design rather than offered as an optional supplement. In Cambodia,
where many students are accustomed to passive and authority-driven learning environments,
International Journal of Language and Literary Studies 9
 From Rote to Reflective: Integrating ChatGPT to Transform Learning Outcomes in Cambodian Education
the use of ChatGPT may encourage more proactive engagement, especially when supported by
teachers who encourage digital exploration and promote trust in AI-assisted learning. However,
perception is not uniformly positive and may be influenced by factors such as digital fluency,
socioeconomic background, and school infrastructure. Students unfamiliar with prompt-based
tools or without adequate digital access may feel overwhelmed or disengaged unless given
structured guidance and equitable support.

[Link] Reflective Thinking and Metacognition

Perhaps the most transformative potential of ChatGPT lies in its ability to support reflective
thinking and metacognitive development, key components of 21st-century learning goals, and
Bloom’s higher-order taxonomy levels (Anderson & Krathwohl, 2001). Through open-ended
prompts, clarification questions, and follow-up suggestions, ChatGPT can simulate Socratic
dialogue, prompting students to reconsider assumptions, elaborate on ideas, or compare
perspectives. For example, a prompt such as “Explain your reasoning and consider an
alternative viewpoint” can be extended by ChatGPT into a series of follow-up questions that
deepen reflection. In writing-intensive disciplines, students can use the tool to draft learning
journals, personalized reflections, or response papers, thereby engaging in reflection-in-action
and reflection-on-action (Schön, 1992). Several studies emphasize that the effectiveness of
ChatGPT in fostering reflective thinking is not inherent to the technology itself but rather
depends on teacher mediation and pedagogical design (Kasneci et al., 2023; Zhai, 2023).
Without scaffolding, students may revert to surface-level interactions or treat the AI as a
shortcut, undermining the learning potential. Therefore, for Cambodian educators aiming to
develop reflective classrooms, professional development must emphasize prompt literacy,
metacognitive questioning, and the ethical use of AI to support, not replace, student reasoning,
as summarized in Table 3.

Table 3: Summary of Thematic Findings: Shifting the Learning Paradigm with ChatGPT

Theme Key Insights Relevance to Cambodian Education

- ChatGPT assists with rephrasing,
- Supports students struggling with
Enhancing clarification, and expansion of
language and analytical expression,
Conceptual academic ideas.
especially in English and science
Understanding - Improves academic writing and
subjects.
and comprehension.
- Compensates for limited teacher
Performance - Increases subject retention through
feedback in overcrowded classrooms.
interactive support.
- Students view ChatGPT as a
Changing “learning assistant.” - Shifts student roles from passive to
Student - Increases engagement, curiosity, proactive learners.
Perception and and learning ownership. - Encourages inquiry in hierarchical
Learning - Perception shaped by digital classrooms when guided by digitally
Motivation fluency, teacher encouragement, and fluent teachers.
trust in AI.

Fostering - Enables deeper thinking through

- Aligns with goals of reflective
Reflective Socratic prompts and follow-up
pedagogy and metacognitive skills
Thinking and questions.
development in Cambodian curriculum
Metacognition - Useful for journals, reflections, and
reform.
open-ended learning tasks.

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 Volume 7, Issue 4, 2025
Theme Key Insights Relevance to Cambodian Education
- Requires teacher scaffolding to - Calls for teacher training in AI-
avoid shallow usage. supported inquiry.

5. DISCUSSION: INTEGRATING CHATGPT INTO CAMBODIAN CLASSROOMS

AND UNIVERSITIES
The integration of ChatGPT into Cambodian education marks a significant opportunity to
bridge the gap between traditional, memorization-based learning and the reflective, student-
centered paradigms endorsed by global education frameworks. However, the move from theory
to practice entails navigating technological, pedagogical, and cultural complexities. This
section discusses how educators can operationalize reflective learning through ChatGPT, the
systemic challenges they may face, the ethical and cultural implications of AI integration, and
the specific considerations for Cambodia’s higher education sector.

5.1. From Theory to Practice: Operationalizing Reflective Learning

Translating the theoretical promise of ChatGPT into meaningful classroom practice requires a
deliberate shift in instructional design and pedagogy. Teachers must adopt active learning
strategies that encourage students to engage with AI tools not as content generators but as
cognitive partners in knowledge construction. This includes implementing project-based
learning, where students use ChatGPT to explore problem scenarios, propose solutions, and
reflect on their reasoning; peer-to-peer dialogue, in which students collaboratively critique
ChatGPT-generated responses; and flipped classrooms, where learners interact with AI-
generated material before class and use in-person sessions for discussion and application.
Teachers can also design prompt-based assignments that explicitly require students to analyze,
evaluate, or reframe ChatGPT’s outputs, such as asking students to fact-check or re-interpret AI
responses using course materials or local examples. These strategies align with constructivist and
reflective pedagogies, fostering deeper learning while also training students to use AI critically
and ethically (Anderson & Krathwohl, 2001; Schön, 1992). In Cambodia, however, such
approaches demand a departure from lecture-driven instruction and require capacity-building
initiatives for teachers to develop skills in lesson planning, prompt engineering, and digital
facilitation. Without pedagogical restructuring, the benefits of ChatGPT may remain confined to
theoretical discussions rather than becoming tools for transformation.

[Link] in Implementation
Despite the pedagogical potential of ChatGPT, practical implementation in Cambodian
classrooms faces several structural and systemic challenges. Access remains a major barrier,
particularly in rural areas. The urban-rural digital divide is reflected in disparities in internet
availability, device ownership, and school ICT infrastructure. According to the APO, Digital
Readiness Assessment (2022), while internet penetration in urban centers like Phnom Penh
exceeds 70%, only 33% of rural households report reliable connectivity. Many students do not
have personal smartphones or laptops, and schools often lack the resources to support device-
intensive learning environments. Digital skill gaps are also evident. Most Cambodian teachers
have received basic ICT training, but few are familiar with AI tools, prompt-based learning, or
critical media literacy. This hampers their ability to confidently incorporate ChatGPT into lesson
plans or evaluate its outputs for appropriateness and accuracy. Additionally, many students are
unfamiliar with English-dominant digital platforms, further compounding access barriers.

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From Rote to Reflective: Integrating ChatGPT to Transform Learning Outcomes in Cambodian Education
Language is another critical challenge. Currently, ChatGPT’s functionality in Khmer is limited,
with inconsistent translation accuracy and minimal localized content. This makes the tool-less
usable for students in public schools who are not proficient in English, potentially reproducing
linguistic inequities in classrooms. Developing bilingual interfaces or localized Khmer-language
AI models would be essential for inclusive AI integration.

5.3. Ethical and Cultural Considerations

The deployment of AI tools in education raises complex ethical and cultural questions that
must be addressed before widespread implementation. In the Cambodian context, a key cultural
tension arises from the traditionally hierarchical nature of classrooms, where teachers are seen
as primary knowledge authorities, and students are expected to passively absorb rather than
actively challenge information (Tan, 2007). This structure can inhibit the integration of
ChatGPT, which thrives in open-ended, inquiry-driven environments. If not thoughtfully
introduced, AI may be perceived by teachers as a threat to their authority and by students as a
tool that contradicts norms of deference.

To reconcile AI-driven inquiry with cultural respect for educators, one strategy is to position
ChatGPT explicitly as a teacher-endorsed supplementary tool. For example, teachers can
present ChatGPT as a classroom assistant or “thinking partner” that supports, rather than
replaces, traditional instruction. Assignments can be co-designed by teachers and AI, with clear
guidance on how students are expected to engage critically with both. Teachers can model the
ethical and reflective use of ChatGPT in lessons, such as querying the AI, analyzing its answers,
and inviting students to critique the outputs. This reinforces the teacher’s role as the facilitator
of learning while legitimizing the use of AI within culturally acceptable boundaries.

Additionally, schools can provide AI orientation sessions where students are taught to view
ChatGPT as an extension of classroom dialogue guided by teacher supervision. Teachers
should be encouraged to contextualize AI prompts in relation to local cultural and ethical
norms, reinforcing trust in teacher-AI collaboration. By framing AI use as aligned with
educator authority and national curriculum goals, it becomes possible to foster critical thinking
without challenging core cultural expectations. These strategies not only promote AI
acceptance but also empower educators to remain central figures in the learning process amid
digital transformation.

[Link] for Higher Education

In Cambodia’s universities, the role of ChatGPT is even more pronounced. Students are
increasingly using it for academic writing, idea generation, language support, and even thesis
drafting. While this opens opportunities for self-directed learning and career-relevant skill
development, it also demands that institutions reform their pedagogical approaches and
assessment strategies. There is an urgent need for university-led initiatives to train both faculty
and students in digital literacy, AI ethics, and research integrity. Curricula must evolve to
include critical AI literacy, enabling learners to analyze, critique, and build on ChatGPT
responses rather than merely copying them. Moreover, academic policies must be updated to
clearly delineate acceptable and unacceptable uses of AI tools, especially in high-stakes
assessments like theses and final projects. The integration of ChatGPT also has implications
for career preparation. As industries increasingly adopt AI-driven tools, graduates who can use
ChatGPT for writing, planning, and communication tasks will be at an advantage. Cambodian

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 Volume 7, Issue 4, 2025
universities must ensure that students are not only competent users of AI but also critical
thinkers and ethical innovators within the digital economy.

6. CONCLUSION AND RECOMMENDATIONS

Integrating ChatGPT into Cambodia's education system presents a valuable opportunity to
transition from traditional rote learning to a more reflective, inquiry-based approach. Global
research indicates that, when thoughtfully implemented with appropriate instructional design
and teacher involvement, ChatGPT can enhance conceptual understanding, boost student
engagement, and foster critical thinking. However, AI is not a standalone solution. The
successful adoption of ChatGPT depends on its integration into curricula that are culturally and
linguistically appropriate, along with robust teacher facilitation and ethical guidelines.
Teachers remain essential, not only for delivering content but also for guiding ethical reasoning
and reflective learning. Thus, ChatGPT should be viewed as a supportive cognitive tool rather
than a replacement for educators.

To effectively integrate ChatGPT into Cambodia's education system, a comprehensive approach

involving policy reform, school-level initiatives, and research efforts is essential. Here's a concise
overview of the key recommendations: first, policy-level initiatives need to enhance curriculum;
MoEYS should update national curricula to include AI literacy and critical thinking as core
competencies across all educational levels and invest in digital infrastructure to bridge the urban-
rural divide, including expanding internet access, providing devices to underserved regions, and
establishing technical support systems for schools and students. Second, the school-level
strategies should integrate ChatGPT into teaching and design lesson plans that incorporate
ChatGPT to promote reflective learning. Methods can include project-based learning, peer
reviews, and self-assessment activities supported by AI-driven feedback, and teacher training is
required to Implement continuous professional development programs to equip educators with
skills to effectively use AI tools, design appropriate prompts, and guide students in ethical AI
usage. Last, the research and development include pilot studies; universities and NGOs should
conduct localized studies to assess the pedagogical impact of ChatGPT, focusing on student
engagement, reflective practices, and ethical considerations, and Khmer-language AI models are
expected to develop and evaluate generative AI models in the Khmer language to ensure
accessibility and cultural relevance across the national education system. By addressing these
areas, Cambodia can foster an educational environment that leverages AI to enhance learning
outcomes and promote equity.

To guide future research on integrating AI tools like ChatGPT in Cambodian education, the
following areas should be prioritized: First, longitudinal studies are needed to assess how AI
tools influence students' reflective thinking, motivation, and academic performance over time.
Second, regional comparative analysis examines how ASEAN countries such as Vietnam,
Thailand, and Indonesia implement generative AI in education to derive insights applicable to
Cambodia. Third, application in diverse educational settings should investigate the
effectiveness of ChatGPT in non-traditional educational contexts, including vocational
training, multilingual classrooms, and informal education environments.

At its core, transitioning from rote to reflective learning in Cambodia is both necessary and
achievable. With thoughtful design, strategic investment, and ethical grounding, ChatGPT can

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From Rote to Reflective: Integrating ChatGPT to Transform Learning Outcomes in Cambodian Education
catalyze educational transformation, promoting deeper engagement, equitable access, and
future-ready skills across Cambodian schools and universities.

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