Background
Teacher professional development is a core administrative mechanism for extending education reforms from central institutions to classrooms. In Cambodia, the Ministry of Education, Youth and Sport uses training systems, professional development platforms, and school-level teacher networks to support curriculum delivery and instructional change.
Information literacy in the education sector covers the ability to access, assess, use, and share information responsibly across digital and media environments. Digital literacy training for teachers can affect classroom practice because trained educators transfer skills to colleagues and students through school-based instruction.
The expansion of digital learning tools has made teacher capacity a governance issue for education systems, especially in provinces where access to technology and training may be uneven. A master-trainer model allows a ministry or technical department to reach more schools by preparing selected teachers to provide follow-on training within their own institutions.
Key Developments
The Ministry of Education, Youth and Sport reported that 100 teachers from Banteay Meanchey, Oddar Meanchey, Mondulkiri, and Stung Treng participated in a two-day technical training course to become master trainers in information literacy.
The course was organized through cooperation between MoEYS’s Department of Digital Transformation and ADITI, with financial support from Smart Axiata under a fund of the Ministry of Post and Telecommunications. The training focused on active teaching methods, including discussion, collaboration, and practical classroom application.
According to MoEYS, trainers converted complex technical lessons into content that teachers could understand and use directly. The course also combined physical teaching materials with tools and modern technologies to support more effective knowledge transfer.
Institutional Role
The Department of Digital Transformation is the MoEYS unit identified in the announcement as responsible for technical support to the master trainers. Its role includes continued online training, follow-up discussions, and support through the ministry’s professional capacity development platform.
After the in-person training, participants are expected to continue strengthening their skills online through the Continuing Professional Development platform. The trained teachers are intended to share information literacy knowledge with colleagues and students in their schools, with a focus on safe, smart, and responsible media use.
Operational Implications
The initiative links face-to-face teacher training with online professional development, creating a blended model for building education-sector capacity. This structure allows MoEYS to continue monitoring and supporting teachers after the initial course.
MoEYS also stated that an interactive electronic course on information literacy and artificial intelligence is being developed on the ministry’s capacity development platform. The course is planned for wider access by education staff and students, with the ability to obtain a certificate confirming completion.
