Abstract
This study investigates the digital and AI competencies of faculty members at ACLEDA University of Business (AUB) in Cambodia, among ongoing higher education reforms and rapid technological adoption which using UNESCO’s ICT Competency Framework for Teachers (ICT-CFT) integrated with the Technology Acceptance Model (TAM), it identifies factors shaping faculty attitudes toward using digital/AI to support in their teaching. A survey of 163 full- and part-time faculty revealed high basic digital tool adoption (96.45%), strong skills in communication and information literacy, but weaker digital content creation. Regression analysis (R² = 0.794) showed Ethical and Responsible AI Competency as the strongest predictor of positive attitudes, followed by Perceived Ease of Use and acknowledged Challenges/Barriers. The findings highlight the priority of ethical concerns and usability in Cambodia’s emerging AI context, offering insights for targeted professional development to support responsible and effective technology integration.
Keywords: digital and ai, competency, UNESCO framework, UNESCO’s ICT‑CFT
About the presenter
She earned Bachelor of Finance and Banking in 2024 and is currently pursuing a Master of Management at ACLEDA University of Business. Since 2023, she has served as a staff of Curriculum and Innovative Teaching and Learning Unit at the same institution, where she contributes to academic development and modern educational practices.
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