Positive Student Satisfaction And University Education System Welfare Policy In Cambodia

Abstract

The goal of this study is Positive student satisfaction and university education system welfare policy in Cambodia (2019~2023). Considering the positive welfare of students as a national education management policy, to what extent is it actually effective? Is student satisfaction positive? can be a measure. An empirical study was conducted from this perspective. In fact, the significance of the study is to understand progress in the direction of positive welfare policies in Cambodia by conducting a survey in which students participate in universities. The content of the study was structured as a positive student welfare policy variable. Independent variables included the university's facilities, operations, and teachers' knowledge. The dependent variable was borrowed from PERMA, which has already been widely studied in student welfare in developed countries, and students' satisfaction and peace of mind as the dependent variable. This is an empirical study based on empirical research, involving actual participants of students, teachers, and facility operators. The standard for a positive student welfare policy is the establishment of social infrastructure. However, application was limited. The university's facilities, operations, and students' satisfaction, confidence, self-esteem, pride, gratitude, and sense of accomplishment. To achieve this, the direction of education policy was applied: positive social attitude, participation, career choice, and positive attitude towards lifelong education. Research results show that, firstly, students' satisfaction with welfare policy is positive in terms of sense of belonging and career choice. Second, the need for improvement in the university system and the need for learning in class are affirmed. Third, although there were some aspects of university operation and welfare education policy, satisfaction, self-efficacy, self-esteem, and sense of accomplishment were somewhat lacking. Fourth, it was not only the university system that determined whether students were happy, but also the justification in terms of educational operation had low reliability. In summary, there was a somewhat positive response overall, but it was somewhat insufficient in terms of educational welfare policy.