Top Cited Article Recognition for Dr. Pov and Prof. Kawai

We are pleased to announce that the article “Pre-service teachers’ preparation for inclusive practices in Cambodia: Experience, self-efficacy and concerns about inclusion” , authored by Dr. Sokunrith Pov (Associate Professor [Special Appointment], Well-being Promotion Office) and Professor Norimune Kawai (Director, Institute for Diversity and Inclusion), has been recognized as a Top Cited Article by Wiley in the Journal of Research in Special Educational Needs.

URL：https://nasenjournals.onlinelibrary.wiley.com/doi/10.1111/1471-3802.12715

About the Article

This pioneering empirical study examined the self-efficacy and concerns of Cambodian pre-service teachers enrolled in newly reformed four-year training programs. Using validated scales (TEIP and CIES), the research revealed that while teachers showed moderate self-efficacy for inclusive practices, they held notably high concerns—particularly regarding resources and social acceptance of students with disabilities. Importantly, prior experience in interacting with or teaching students with disabilities significantly reduced those concerns and enhanced confidence in collaboration and behavior management.

Significance and Contribution

This work fills a critical gap as the first empirical investigation of its kind in Cambodia’s teacher education context. It provides evidence-based insights for policymakers and educators, demonstrating that extended, practical exposure to inclusive classrooms—rather than short, theoretical modules—is essential for building teacher readiness. The findings directly inform the implementation of SDG 4 (inclusive and equitable quality education) in the Global South and offer a replicable framework for other developing countries undergoing teacher education reform.

Relevance Today

With Cambodia and many nations striving to move from policy to practice in inclusive education, this research is urgently relevant. It underscores the need to align training curricula with actual classroom realities, allocate adequate resources, and embed sustained field experiences. The article has already influenced discussions on compulsory inclusive education courses and practicum redesign in several Cambodian teacher colleges.

Inspiring Message for Our Colleagues

“Recognition like this reminds us that rigorous, context-grounded research can directly shape how future teachers are prepared—and ultimately, how inclusive a society becomes. Every small step we take to understand and address concerns about inclusion brings us closer to classrooms where no child is left behind. Let us continue to collaborate across disciplines and borders, turning evidence into action.”
— Dr. Sokunrith Pov & Professor Norimune Kawai