Tonle Sap Lake (TSL) is the largest freshwater lake in Southeast Asia. The flood pulse of TSL, characterized by the flow and volume of water from the Mekong River, shapes the inundation and the productivity of fishery and natural resources; and the human ecological system of (1) water-based, (2) land-based, (3) water-land-based communities. Climate change and hydropower development have altered the flood pulse and the hydrological regimes of the Mekong River and TSL. While a bulk of studies have focused on the impacts of climate change and hydropower development on Tonle Sap Lake as a whole physically, a few look at the impacts on different categories of communities in lake. In addressing this concern, the study examines how changes in flood pulse and hydrological regimes have impacted on different categories of communities. The study entails a comprehensive review of existing literature and an examination of impacts of climate change and hydropower on three different categories of communities in TSL. The study concludes that communities around the lake experience social and ecological changes. Fishing is no longer reliable, and fishing communities are shifting into farming by clearing the flooded forest areas. Some floating communities are no longer floating, but become water-land-based communities, while other water-land-based communities stay on land longer than on water throughout the year. More young people migrate to towns and overseas for employment in the non-fishing industry.

Informal borrowing remains an important source of financing for rural Cambodian households, exposing them to exploitative interest rates. This study examines the determinants of informal credit reliance using survey data from 1,183 households in 11 villages. We analyze how financial literacy, measured based on understanding of basic financial and economic concepts, social capital (based on community-based group participation), and household characteristics shape borrowing behavior. Higher financial literacy is significantly correlated with a lower likelihood of relying on informal loans. Financeor credit-related group membership reduces informal borrowing; other community group membership does not. Household income and residential land ownership reduce reliance on informal borrowing. Household head's age has nonlinear effects. Reliance on informal credit initially declines with age, reflecting greater experience. Increases observed at older ages may be related to changing economic circumstances. Combining financial literacy enhancement, income improvement, and finance-related community networks can promote safe and sustainable financial inclusion in Cambodia.

Cambodia has recently introduced four-year, university-based teacher education programs to professionalize teaching and improve educational quality, replacing a traditional training-oriented model. This study explores how Cambodian future teachers experience upgraded teacher education and how their views toward knowledge, learning, and teaching profession are shaped. Employing a quantitative approach, survey was conducted with 514 student-teachers enrolled in Teacher Education Colleges in Phnom Penh and Battambang. The analysis reveals that students generally report positive preparation experiences, particularly in teaching practicum, and demonstrate confidence in practical teaching skills. However, gaps exist between students'expectations and actual learning gained in preparation programs, alongside regional disparities between institutions. Future teachers hold similar views toward knowledge and learning, while their views toward teaching and career prospects are diverse. Although teaching is regarded as a professional career by student-teachers, only a minority intend to remain schoolteachers in the long term. These findings suggest that teacher education reform in Cambodia has had mixed effects on professional identity development among future teachers.

Existing ethnic development program and policy interventions formally address the need for ethnic participation but in practice they often fall short at the local level. This gap persists despite ongoing government initiatives, including social protection adopted in 2011 and the emphasis on social inclusion articulated in Pentagonal Strategy in 2023. This article investigates the constraints shaping ethnic engagement and examines how Kuy communities overcome social structures to promote meaning development participation. It focuses not only physical access to development initiatives but also on the mobilization of cultural resource and indigenous knowledge, which remain insufficiently incorporated into policy narratives aimed at promoting equitable access to social welfare services implemented by both the state and private developers operating in the area.

The materials used in this article draw on primary data from the author's research, a review of relevant literature, and recent fieldwork conducted in January and February 2025 in the Prey Lang landscape, where large Kuy ethnic groups are located in Kampong Thom province. These areas have experienced rapid socio-economic and environmental transformation driven by development and resource extraction. Data collection methods included semi-structured interviews, life histories narratives documenting traditional resource management and livelihood adaptation and in-depth interviews focusing on the processes and histories of development interventions, as well as local negotiation strategies for social inclusion and improved.

The study concludes that there is a need for improved information flow, clearer understanding of stakeholder engagement in resources management, conservation and development interventions, and greater attention to unequal power relations and resource allocations, in particular among vulnerable groups. To ensure equitable and sustainable outcomes, social inclusion and production strategies must move beyond conventional formalities and facilitate meaningful participatory engagement that empowers marginalized communities.

This article examines how Brazilian states borrow and implement Primary Education policies inspired by the Ceara education model within a decentralised federal system. While policy borrowing has been predominantly analysed in cross-national contexts, considerably less attention has been paid to subnational borrowing processes within countries. Drawing on a qualitative multiple case study of Espirito Santo, Maranhao, and Sergipe, the study analyses how policy borrowing unfolds through the stages of attraction, decision, implementation, and internalisation. The findings show that borrowing does not result in uniform adoption but produces differentiated trajectories shaped by institutional capacity, organisational arrangements, and professional engagement. Sergipe remains closer to a stage of policy borrowing and replication; Maranhao engages in multiple processes of local adaptation; and Espirito Santo demonstrates greater autonomy in developing state-specific responses to learning challenges. The analysis highlights the strategic role of State Departments of Education in supporting Primary Education, despite municipal responsibility for this level, and underscores the importance of intergovernmental coordination and engagement by school-level actors. By focusing on within-country policy borrowing, the study contributes to international development debates by demonstrating the analytical value of subnational policy circulation and locally generated knowledge in addressing persistent learning inequalities.