Policy Review of Teacher Educators’ Research Engagement in Cambodia: Focus on the Context of the National Institute of Education

By reviewing a series of national education strategic plans ranging from the first version of 2001-2005 to the current version of 2019-2023, this study aims to reveal the extent to which Cambodian educational policies highlight the significance of research engagement in teacher education and provide implications for policies that support the research engagement of teacher educators in the future. While the Ministry of Education, Youth and Sport of Cambodia has recognized the significance of faculty members’ research engagement in higher education institutions since 2010, the research engagement of teacher educators, who play a vital role in shaping and implementing educational policies, remains insufficiently emphasized within the educational policy framework. Despite some national and institutional challenges, the contribution, recognition, support, and promotion of policies at all levels appear to improve teacher educators’ future research engagement. Thus, to promote teacher educators’ research engagement, it is essential that the Ministry of Education, Youth and Sport and the National Institute of Education allocate appropriate funds, improve infrastructure, and develop a clear vision, guidelines, and action plans conducive to teacher educators’ research engagement. Similarly, it is necessary for the management of the National Institute of Education to develop a strategic vision and mission for the research engagement of teacher educators so that they can contribute effectively to a knowledge-based society. Future empirical investigations are recommended to gain a deeper understanding of how policies influence teacher educators’ engagement in research. Overall, this study contributes to existing knowledge on research development for teacher education and educators and provides insights for policymakers regarding the gaps between policy and practice.