Cambodia Hosts First National AI for Education Conference: Turning RAM Guidelines into Action

Cambodia has taken a major step in reshaping its education system by organising the country’s first National AI for Education Conference. The event brought together policymakers, educators, researchers and international partners to discuss how artificial intelligence can be used responsibly and effectively in classrooms. What makes this conference especially significant is that Cambodia is now moving from the stage of receiving recommendations through UNESCO’s Readiness Assessment Methodology (RAM) to actually transforming those recommendations into nationwide action.

Cambodia’s approach is noteworthy for its focus on responsible AI, capacity building and the inclusion of teachers in decision-making. Many nations struggle to bridge policy ideas with real implementation, but Cambodia’s move shows a structured shift from planning to action. Highlighting this progress helps readers understand how AI in education is evolving globally, how developing countries are participating in that evolution and what challenges and opportunities lie ahead for both students and teachers.

What Led to the National AI for Education Conference

The conference was organised after Cambodia completed UNESCO’s Readiness Assessment Methodology (RAM), a structured study that helps governments evaluate their preparedness for adopting AI in education. RAM looks at:

Digital and policy infrastructure
Data governance and privacy protection
Teacher training and professional development
Curriculum readiness
Equity, inclusion and gender considerations

Based on these findings, UNESCO provided country-specific recommendations. Cambodia’s conference marks the beginning of implementing those recommendations at a national scale.

Key Goals of the Conference

The event focused on bringing clarity and direction to Cambodia’s AI integration plan. Some of the primary goals included:

Understanding how AI tools can support personalised learning
Identifying risks such as misinformation, bias and data privacy concerns
Strengthening teacher training programmes
Creating guidelines for ethical AI usage in schools
Encouraging collaboration between government bodies and global experts
Building student awareness and digital literacy

This was also a platform for educators to share real classroom challenges and learn how AI can be introduced in a safe, practical and inclusive way.

Major Highlights from the Conference

1. Turning Recommendations into National Plans

Cambodia’s Ministry of Education announced that several RAM recommendations would now be incorporated into:

National policy frameworks
Teacher training modules
Digital curriculum updates
School-level pilot programmes

For a developing country with diverse learning environments, this demonstrates strong commitment.

2. Building the Foundation for Responsible AI

Instead of prioritising rapid adoption, Cambodia is focusing on responsible and ethical integration. This includes:

Transparent data usage
Protecting students’ privacy
Avoiding algorithmic bias
Strengthening cybersecurity in schools

Such discussions are crucial as AI becomes more common in educational platforms.

3. Support for Teachers

The conference placed significant emphasis on teachers, acknowledging that:

AI will not replace teachers
Teachers must be trained to use AI tools confidently
Classroom methodologies must adapt gradually

Many educators expressed interest in using AI for tasks like grading assistance, personalised feedback, and resource planning.

4. Collaboration with International Experts

UNESCO, development partners and regional AI specialists participated in the conference, offering:

Case studies from other countries
Best practices for digital governance
Tools for monitoring the impact of AI in classrooms

This guidance will help Cambodia avoid common implementation pitfalls.

Why Cambodia’s Initiative Matters for the Global Education Community

Cambodia is not alone in exploring AI for education, but its structured, cautious and inclusive approach sets an example. This conference signals:

A shift away from technology-first strategies to learner-centred strategies
The growing global expectation that AI must be deployed ethically
A recognition that capacity building is as important as infrastructure
A reminder that digital transformation must not widen the equity gap

Countries in similar stages of development may draw lessons from Cambodia’s roadmap.

Expected Impact on Students and Teachers

Once the national plan begins rolling out, the immediate beneficiaries will be:

Students

Access to personalised learning resources
Improved support for diverse learning needs
Greater digital literacy and future readiness

Teachers

Better planning tools
Reduced administrative workload
Opportunities for professional upskilling

Schools

Clear guidelines for digital and AI integration
Stronger infrastructure for long-term innovation

While implementation will take time, the foundation being laid is strong.

Maharashtra Mandates ‘Disha’ App in Special Schools to Standardise Special Education

In a significant move to strengthen education for students with intellectual disabilities, the state Department of Disability Welfare has announced that the ‘Disha’ app will now be compulsory in all special schools. The decision mandates the uniform adoption of the Disha special curriculum, digital learning portal, and assessment system across the state.

By making the platform mandatory, the department aims to ensure consistent teaching methods, standardised evaluations, and equal learning opportunities for students in special schools, irrespective of their location or the institution’s management. The move is expected to improve quality, accountability, and continuity in special education services statewide.

I am writing about this development because special education often suffers from uneven implementation and lack of standard benchmarks. When different schools follow different methods, students are the ones who lose out. Making a common digital curriculum and evaluation system mandatory is a significant policy shift. It directly affects students, teachers, parents, and school administrators, and signals the government’s intent to bring structure, accountability, and continuity into special education.

What Is the ‘Disha’ App and Curriculum

The Disha app is a specially designed digital platform developed for students with intellectual disabilities. It includes a structured curriculum, teaching tools, and an evaluation framework aligned with the learning needs of special children.

The platform helps teachers track student progress in a systematic way and ensures that learning goals are clearly defined and measurable.

Why the State Made Disha Mandatory

According to the disability welfare department, the lack of a uniform curriculum across special schools has led to gaps in learning outcomes. Some schools follow advanced methods, while others struggle with outdated practices.

Announcing the decision, Tukaram Mundhe, secretary of the disability welfare department, said the Disha system would help bring “uniformity and continuity into special education while supporting the overall development of students”.

How This Will Help Students

With the Disha system in place, students across the state will now follow a common learning structure suited to their abilities. This ensures smoother academic progression, especially for students who move between schools or districts.

Standardised evaluation will also help identify learning gaps early and provide targeted support.

Impact on Teachers and Special Schools

Teachers will now receive a clear framework for lesson planning, assessment, and reporting. This reduces confusion and improves teaching quality. Schools will also be accountable for following the prescribed curriculum and updating student progress on the portal.

While some schools may need time to adapt, the long-term goal is better coordination and quality control.

Concerns and Challenges on the Ground

Some educators have raised concerns about training, digital access, and infrastructure, especially in smaller or rural special schools. Successful implementation will depend on proper teacher training, technical support, and continuous monitoring by authorities.

Without these, the system risks becoming a formality rather than a meaningful reform.

Why Uniformity Matters in Special Education

Special education requires consistency more than flexibility. Students with intellectual disabilities benefit from structured routines, clear goals, and continuity in teaching methods. A common curriculum helps ensure that every child, irrespective of school, receives comparable support and opportunities.

This move aligns policy with actual learning needs.