Jayavarman VII High School currently has zero students studying abroad at a post-secondary institution. �

Based on the faculty’s assessment, a lack of awareness and access to accurate information about study abroad opportunities, and the absence of counseling services limits students’ chances to pursue education abroad.�

The faculty believe that students with interest in or ability to study abroad lack proper guidance, mentorship, and resources to understand application processes and eligibility requirements.�

Research shows Cambodian students are severely underrepresented in study abroad higher education. There is extensive research supporting the individual and societal benefits of study abroad participation.�

Need support from International universities, organizations, and embassies for global education.�

There is an urgent need for a structured intervention to enhance awareness, provide clear guidance, and establish accessible pathways for students to pursue higher education abroad.

External-Intangible Factors:

• Lack of encouragement from school or community.
• Absence of incentives or recognition for students aspiring to study abroad.

External-Tangible Factors:

• Lack of access to information (internet, materials).
• Financial resource constraints.

Internal Factors:

• Academic skills (language proficiency, test-taking skills).
• Motivation and confidence levels.

Wile’s framework provides a holistic view of potential barriers at Jayavarman VII High School, ensuring comprehensive analysis and planning.

Harless’s model ensures thorough analysis informed by causal relationships.

Application of Harless’s front-end analysis questions confirmed the performance gap.

The model helped identify and break down the root causes of the performance issue.

The focus was on solving the actual problems, not just addressing symptoms.

Harless’s model served as a checkpoint against Wile’s broader model.

Wile’s model provided a map of factors, while Harless’s model targeted interventions at the root causes.

The combination of both models forms the backbone of the FEA approach.

This approach integrates comprehensive factor analysis with critical questioning to build a solid foundation for solution design.

Optimals �(desired state): defines ideal performance or outcomes to establish goals.�����Example: �5–10% of graduates should study abroad each year; students should have access to workshops and scholarships.

Actuals �(current state): reflects current performance, showing the gap between desired and actual outcomes.���Example: �0 students studied abroad in the last 5 years; no formal advising sessions for study abroad.

Feelings (attitudes/perceptions): gauges attitudes, beliefs, motivations, and perceptions about the situation.�����Example: �Students interested in studying abroad but lack confidence; parents worried about cost and safety; teachers feel frustrated due to lack of support.

Causes �(why gap exists): identifies reasons for the gap between the ideal and actual states, including knowledge, skill and environmental barriers.���Example: �Low English proficiency, lack of internet access, absence of trained counselors, financial barriers.

Solutions �(proposed interventions): stakeholders’ suggestions for addressing the causes of the gap.����Example: �Host scholarship info sessions, offer English tutoring, create a dedicated study abroad counselor, partner with education USA.

Interviews with School Principal

Interviews with District Education Officer

Interviews with School Board Members

Surveys for Teachers

Surveys for Students

Surveys for Parents

Focus Groups with Teachers

Focus Groups with Students