Advancing ELT in Cambodia: Sustainability, Digital Inclusion, and Culturally Responsive Pedagogy

Abstract

This scholarly research examines how English language instruction (ELT) in Cambodia can be developed into a more inclusive, holistic, and widely accepted approach to culture. Cambodia’s ELT system must adapt to meet the needs of the twenty-first century, given issues like digital inequality, environmental sustainability, and the need for culturally focused education. Based on current research, the paper proposes a framework encompassing multiliteracies, teacher empowerment, digital technologies, and sustainability in education. It emphasises the importance of aligning ELT courses with global issues such as climate change, as well as ensuring that every student, regardless of where they are or their socioeconomic level, has access to digital education. The paper examines the connections among sustainability, digital equality, and teacher capacity, as well as possible ways to incorporate them into the ELT curriculum. Project-based learning, multimodal education, and blended learning are among the practical tools that can enable students to participate, develop critical thinking skills, and become more conscious of their surroundings. The study also emphasises the importance of incorporating Cambodia’s historical and cultural background into courses to make learning more relevant and engaging. As well as demands for additional research utilising longitudinal studies, community-based initiatives, and international comparisons, the paper concludes with policy recommendations that emphasise curricular change, teacher training, and digital infrastructure. Reimagining ELT in this manner provides a roadmap for creating an education system that equips Cambodian students with the tools, knowledge, and values they need to navigate and help shape a connected world.