Abstract
To align with 21st-century educational demands and national development goals, Cambodia is exploring a transition from the traditional "Sole-Class Teacher" model to a "Subject-Cluster Teaching System" in primary schools. Grounded in Cognitive Load Theory and the Pedagogical Content Knowledge (PCK) framework, this exploratory mixed-methods study assesses the pedagogical and operational feasibility of this systemic reform. Data were collected via an online survey from 501 educational stakeholders, primarily frontline teachers (63.9%). Quantitative findings reveal that respondents perceive the current generalist model as a heavy cognitive burden (M = 3.23) and express skepticism regarding a single teacher’s capacity to master deep PCK across all subjects (M = 3.04). Conversely, there is strong optimism (74.9%) that departmentalization will elevate STEAM educational quality (M = 3.87). Inferential analyses indicated a significant positive correlation between perceived cognitive overload in the current system and the anticipated pedagogical benefits of the proposed system (r = .258, p < .001). Despite this optimism, stakeholders identified significant socio-emotional and logistical risks, including timetable complexity (41.9%), discipline tracking (41.1%), and the potential loss of emotional attachment for younger students (38.7%). Consequently, a plurality of respondents (49.1%) strongly recommended a phased pilot implementation restricted to upper primary grades (Grades 4–6). The study concludes that while subject clustering is pedagogically necessary, its success relies on strategic phased rollouts, "smart" timetabling, targeted teacher training, and the retention of homeroom structures to preserve pastoral care.
Keywords: Subject-Cluster Teaching, Primary Education, Cognitive Load, Pedagogical Content Knowledge, Educational Reform, Cambodia.
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