Bridging Gaps In Digital Education at Regional Training Centers for Health in Cambodia

Overview & Synopsis

The study aimed to (i) assess the current state of digital adoption in education for health at regional training centers (RTCs) and propose actionable and context-specific recommendations to bridge gaps in digital education at RTCs. The study combined qualitative and quantitative information through site visits, focus group discussions, and surveys of students and instructors. RTCs show a limited adoption of information and communication technology (ICT) for various learning, teaching, and supportive functions, despite recent investments enabling computer-based examination and automated attendance tracking. Access to and use of computers among students is limited; about one-third never use a laptop or desktop, and only three in ten own a personal computer. Most students and nearly all instructors use smartphones daily; however, the smartphone paradox is evident: while smartphones are widespread, their use is mainly social rather than academic. Students’ survey reveals significant digital health literacy gaps among nursing and midwifery students, especially in safety and information literacy, workplace computer, and healthcare-related digital skills. Instructors’ survey unveils insufficient digital health literacy among instructors, in addition to limitations of digitally enabled instructions throughout the entire curricula, creating a digital pedagogy gap. Besides, institutional gaps, including inadequate digital infrastructure, limited professional development, and weak administrative support, hinder digital transformation at RTCs. Bridging these gaps requires a blend of strategic planning, enhanced digital resources, capacity building for a digitally competent workforce, and an institutional framework that fosters digital transformation. The recommendations provide a phased roadmap for advancing digital education at RTCs in Cambodia