Indian and Chinese Knowledge Systems: Soft Power and Value Education in Cambodia

Abstract

This study examines the soft power strategies of India and China in shaping Cambodia’s value education through their respective knowledge systems. Indian Knowledge Systems (IKS), rooted in Vedic philosophy, Buddhism, and holistic pedagogies, promote ethical frameworks and cultural resonance, leveraging historical ties to foster moral education. Chinese Knowledge Systems (CKS), driven by Confucian principles and pragmatic education, emphasize social harmony and technical skills, aligning with Cambodia’s developmental aspirations. Employing a qualitative methodology, including policy analysis, stakeholder interviews, and case studies, the research explores how these systems influence Cambodia’s educational landscape, a critical arena for soft power projection in Southeast Asia. Findings reveal that IKS enhances cultural affinity, while CKS drives economic integration, yet both face challenges of cultural misalignment and resource constraints. An integrative model is proposed to harmonize these systems with Cambodia’s Buddhist heritage, fostering a balanced value education framework. This study contributes to understanding how global knowledge systems can enrich local education while navigating geopolitical complexities (Lee, 2015; Zhu & Yang, 2023).

Keywords: Soft Power, Value Education, Indian Knowledge Systems, Chinese Knowledge Systems, Cultural Diplomacy.