AKP Phnom Penh, September 25, 2025 --

Cambodia is a country rich in both tangible and intangible cultural heritage. This asset of cultural legacy is inseparably linked to the nation’s long and complex history. It is worth noting, however, that the Cambodian public’s awareness and engagement with culture and history remain relatively limited, often surfacing only in response to specific incidents. Recently, attention in Cambodia’s culture and history has surfaced, particularly during times of the border disputes with Thailand. Moreover, disagreements among Cambodians themselves regarding cultural and historical contexts frequently exist from uneven levels of public knowledge in these fields. Such blurred understanding may pose significant risks to society in the future. At the same time, indifference to culture and history can gradually erode patriotism and national consciousness, ultimately leading to the loss of national identity. For these reasons, research, education, and dissemination of historical and cultural knowledge to all strata of people in society is not only crucial but also urgently needed.

How can we illuminate a solid and resilient foundation for the study and research in the field of culture and history?

• Nourishment and consolidating human resources:

In the last few decades, Cambodia has trained many specialists in the field of culture and history. However, their contributions to society remain fragmented. Too often, experts work sporadically in isolation and are scattered across many institutions. This lack of coherence and coordination not only limit institutional resilience but also jeopardise the training of future generations to carry on this work. To safeguard the nation’s cultural and historical legacy, it is imperative to strengthen human resources and consolidate a core team of capable experts. Policymakers must prioritise mechanisms that foster collaboration, cultivate professional networks, and facilitate succession planning. Without deliberate action to unite and empower these specialists, Cambodia risks losing valuable expertise and weakening the very foundation of cultural and historical research.

• Establishing specialised institutions:

Cambodia’s existing institutions engaged in cultural and historical work lack clarity regarding their roles, structures, and mandates. As a result, they have been unable to provide the strong foundation required for effective research quality and national development. Human resources remain underutilised, cooperation across institutions is weak, funding is inadequate, and a long-term vision is blurred. This inefficiency has prevented the country from fully harnessing the immense value of its cultural heritages. The experiences of Japan and Korea demonstrates that both tangible and intangible heritage can be transformed into powerful resources for social and national development—strengthening identity, unity, and pride. Policymakers must therefore prioritise the establishment of specialised, high-quality institutions or intermediary bodies dedicated to historical and cultural research. These bodies must be clearly mandated, well-resourced, and designed to function as engines of innovation, identity preservation, and promote national pride.

• Creating data centre:

The absence of centralised archives and accessible research materials is a critical barrier to advancing knowledge of Khmer culture and history. At present, scholars and the public alike struggle to access essential sources. Much of the foundational research on Cambodia, conducted primarily by Europeans, especially the French, remains locked in foreign languages, leaving Cambodian students and researchers at a disadvantage, this situation must change. Cambodia needs to urgently translate these works into Khmer to provide the intellectual foundation for both academic research and public education. At the same time, local documents on culture and history must be systematically collected, compiled, and widely published to enrich the national knowledge base.

Policymakers should also make modernisation of the National Library and National Archives a priority. In the era of globalisation and rapid technological change, these institutions must be transformed into dynamic, central repositories capable of safeguarding, digitising, and disseminating Cambodia’s historical and cultural records. Without such reform, Cambodia risks losing not only invaluable resources for scholarship but also vital tools for strengthening national identity.

• Financial resources:

A lack of funding remains a significant constraint for cultural and historical research. The government, particularly relevant ministries and institutions, must increase financial allocations and provide opportunities for researchers, teachers, and professors to develop their research capacity. Universities and related institutions should establish academic journals dedicated to publishing scholarship in these fields. Spending on the right target is critical, funding should also be allocated to faculty members with high research potential, rather than leaving them overburdened with teaching responsibilities in exchange for meager salaries with little time for research.

How can we instill and cultivate a love for culture and history, which form the very core of national identity among the public?

• Practical Implementation:

Relevant institutions must move decisively beyond policy declarations, action plans, and sycophant reporting toward continuous, tangible activities. Without real implementation, progress will remain stalled, and opportunities to strengthen national identity will be lost.

• Cultural and Historical Education in Schools:

Education in history and culture must begin in the early age. Just as white cloth absorbs color, children can absorb values and knowledge gradually and naturally. Importantly, they also act as messengers, carrying historical awareness and cultural pride into their families, communities, and society at large—both now and in the future. A structured national curriculum in history and culture must be designed with clear objectives at every grade level. Content should be carefully calibrated to classroom time, ensuring both depth and accessibility. History, culture, and heritage education should begin in primary school, expanding to secondary and high school levels to ingrain understanding, foster respect, and cultivate national pride. Starting at the secondary level, schools, in cooperation with local authorities, should organise at least two study trips per year to historical sites or museums, providing students with firsthand experiences of their heritage.

• Human Resource development and Knowledge transfer

High-quality research in history and culture must be encouraged and supported through targeted material and financial assistance. At the same time, the government and relevant institutions must prepare the next generation of scholars and educators to guarantee continuity. Scholarships should be awarded for overseas studies in specialised fields where Cambodia currently lacks expertise. Where local training is feasible, structured programmes must ensure the transfer of knowledge from senior experts to younger generations.

Conclusion

To safeguard Cambodia’s cultural identity, all relevant institutions, private organisations, civil society, and citizens—must share responsibility for preserving and promoting national culture and history. These are not the monopoly of any one group but the collective heritage of the nation. Policymakers should ensure that institutions are empowered and resourced to conduct rigorous research, document traditions, and integrate cultural values into education and public life, while also encouraging broad participation through museums, archives, and community initiatives. By combining culture and history into policy and practice, Cambodia can secure its cultural sovereignty and transmit a strong, enduring identity to future generations.

By Cambodian historical researchers