Room of Civil Society Development
DOI: https://doi.org/10.59110/rcsd.691
Volume 4 Issue 4, Year 2025

Going Paperless in Education: A Circular Economy Approach in
Cambodian High Schools
SreyOun Hok1, Mardy Serey1*, Ket Mom1, Saravuth Tum1, Suntrakwadh Hem1, Chhun Hong1
1Svay Rieng University, Svay Rieng, Cambodia

*Correspondence: sereymardy@gmail.com
ABSTRACT
This study examines students’ readiness to adopt paperless learning within the Circular Economy framework
in senior high schools in Svay Rieng Province, Cambodia. It analyzes the influence of environmental
awareness, digital literacy, and habitual behavior on preparedness for transitioning from paper-based to
digital learning. A quantitative descriptive approach was applied, using survey data from 148 students.
Instrument validity and reliability were confirmed, and multiple regression analysis was conducted to assess
the relationships among variables. The results indicate that all three factors significantly influence readiness,
with digital literacy as the strongest predictor, followed by habits and environmental awareness. Together,
these variables explain 51.3% of the variance in student preparedness. The findings extend existing
technology adoption models, including the Technology Acceptance Model (TAM) and the Unified Theory of
Acceptance and Use of Technology (UTAUT), by integrating environmental and behavioral dimensions.
Practically, the study emphasizes the need to strengthen digital literacy through training and curriculum
integration, supported by programs that foster environmental responsibility and sustainable learning habits.
These insights provide a policy framework for schools and policymakers in developing contexts to implement
paperless education effectively and inclusively.
Keywords: Circular Economy; Digital Literacy; Environmental Awareness; Going paperless; Student
Preparedness.
Copyright © 2025 The Author(s): This is an open-access article distributed under the terms of the Creative Commons
Attribution ShareAlike 4.0 International (CC BY-SA 4.0)

1. Introduction
Paper remains one of the most prominent elements in everyday human activities,
ranging from household and industrial use to formal, academic, and administrative needs.
The growth in paper consumption follows global population and economic expansion. Since
2013, Indonesia has ranked among the world’s top ten pulp and paper producers
(Worldpapermill, 2019). However, paper production generates significant environmental
costs. Kiprop (2018) reports that approximately 24 trees are cut down to produce one ton of
paper, accompanied by high levels of emissions and pollution. These facts highlight the
urgent need for more sustainable alternatives.
One promising approach is going paperless, which emphasizes reducing paper
consumption through digital technologies. This initiative aligns with the principles of the
Circular Economy, particularly design out waste and pollution and dematerialization (Ellen
MacArthur Foundation, 2015). Yet, moving toward a paperless system is far from
straightforward. Previous studies show that challenges persist in finding appropriate
technological solutions, ensuring equitable digital access, and addressing disparities in
digital literacy, particularly in resource-limited contexts (Prasetyo et al., 2020; Sofia et al.,
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2021). A holistic strategy is therefore required, encompassing sustainable technology design,
digital equity policies, responsible e-waste management, and digital competence building.
Only through such a framework can the paperless concept truly support circular and
sustainable practices.
In education, paper continues to dominate, especially in examinations, administrative
processes, and classroom activities. This dependency contributes to deforestation and
environmental degradation (Zhan & Zhan, 2023). Moreover, local communities often lose
livelihoods when forest resources are commercialized for paper production (Nopilda &
Setiawan, 2018). Raising environmental awareness among students has been proposed as a
practical way to mitigate this issue, with reduced paper use in schools serving as a catalyst
for behavioral change.
Research supports the importance of ecological awareness for shaping sustainable
practices. Gudmanian et al. (2018) argue that ecological knowledge enhances psychological
commitment to maintaining environmental balance, while Givano & Ismail (2020) note that
inadequate information dissemination fosters environmental neglect. At the same time, the
rapid development of the technology sector offers opportunities to integrate digital solutions
into everyday practices (Wilyani et al., 2018).
Digital literacy plays a central role in reducing paper use in schools. Students equipped
with technological and collaborative skills are better prepared to adopt paperless
approaches. In fact, digital literacy not only supports sustainable education but also prepares
learners with competencies required in the 21st century, such as e-business and technologybased careers (Baby & Saeed, 2020). However, digital literacy alone does not guarantee
successful transitions; consistent student habits are equally vital.
Habits influence how individuals consistently adopt environmentally friendly and
technology-oriented practices. Zaenuri et al. (2017) emphasized that environmental
education programs can instill sustainable habits among students, providing an early
foundation for ecological responsibility. More recent evidence supports this link, as Princy
et al. (2023) showed that consistent study habits are strongly associated with better student
performance. Nonetheless, research highlights diverse student preferences: some prefer
digital tools for learning, while others remain attached to traditional paper methods.
Meishar-Tal and Shonfeld (2019) observed that preferences vary according to task context,
content length, typography, and motivation factors such as comprehension or exam
preparation.
Previous studies have often examined environmental awareness, digital literacy, or
habits separately. Yet, there is limited evidence of how these three factors interact to shape
students’ readiness for paperless learning. This lack of integrative analysis is particularly
pressing in developing countries, where disparities in access and skills make the transition
to paperless systems even more complex. Understanding these interrelationships is essential
for both educational policymakers and institutions seeking effective, sustainable strategies.
Against this backdrop, the present study investigates the readiness of senior high
school students in Svay Rieng Province, Cambodia, to adopt the going paperless concept.
Specifically, it examines the influence of environmental awareness, digital literacy, and
student habits on preparedness for paperless learning environments. This study aims not
only to contribute theoretically to sustainability research in education but also to provide
practical insights for schools and policymakers. The findings are expected to inform targeted
interventions that support digital competence, foster environmentally conscious attitudes,

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and establish sustainable habits, thereby paving the way toward education systems that are
both environmentally responsible and aligned with the demands of the 21st century.
2. Methods
2.1 Data Collection Procedure
To accomplish the objectives of this study, a quantitative descriptive method was
employed. Descriptive research was conducted to accurately, methodically, and factually
describe phenomena or events without imposing interpretations or comparisons. This
approach is specifically designed to ascertain the value of one or more independent variables
without establishing connections to other variables (Sugiyono, 2008). The study presents
quantitative information gathered from a population about the phenomenon or condition of
the subject matter.
Data collection utilized an online survey distributed to senior high schools in Svay
Rieng province, Cambodia. The sampling process employed purposive sampling to select
participants who were directly relevant to the research variables. A total of 148 senior high
school students participated in the study, representing a diverse distribution across
educational institutions in Svay Rieng municipality, the provincial capital. The sample
included students from both public and private senior high schools, ensuring representation
from various socioeconomic backgrounds and academic performance levels.

Figure 1. Conceptual Framework of the Study
This framework illustrates the hypothesized relationships:
•

H1: Environmental awareness has a significant influence on student readiness.

•

H2: Digital literacy has a significant influence on student readiness.

•

H3: Habits have a significant influence on student readiness.

2.2 Participants
The respondents were selectively chosen based on their suitability and relevance to the
core variables, particularly digital and technology literacy, as they actively use technology as
a learning medium and demonstrate awareness of its potential for reducing paper usage. The
school distribution encompassed six different senior high schools within Svay Rieng
municipality, with participants ranging from grades 10-12 to capture varying levels of digital
exposure and environmental awareness. This strategic sampling approach ensured that
respondents possessed the necessary technological experience and environmental
consciousness to provide meaningful insights into paperless learning readiness, while the
geographic concentration in Svay Rieng municipality facilitated focused data collection and

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analysis within a consistent educational policy framework. Purposive sampling method is
used in this study, and the student backgrounds are various which will categorize as follows:
Category
Grade

Age

Table 1. Respondent Profile
Sub-category
Percentage
10
16%
11
56%
12
28%
16
35%
17
34%
18
15%

2.3 Instrument
Questionnaires served as the primary research instrument, designed to generate
precise data by measuring attitudes, opinions, and perceptions of paperless learning
adoption using a Likert scale. The Likert scale ranged from 1 (strongly disagree) to 4 (strongly
agree). A research instrument lattice design was compiled following Arikunto (2006) to
ensure comprehensive coverage of study variables through systematic alignment of research
questions with data sources.
Instrument validity was established through both content validity and empirical
testing procedures. Content validity was assessed by expert judgment from three educational
technology specialists and two environmental education experts who evaluated item
relevance and clarity. Empirical validity testing employed Pearson product-moment
correlation analysis to examine the relationship between each item and its respective
construct scale. Items demonstrating correlation coefficients (r) below 0.30 were eliminated
from the final instrument. Additionally, construct validity was confirmed through
confirmatory factor analysis (CFA) using SPSS AMOS, which yielded factor loadings above
0.40 for all retained items, supporting the hypothesized factor structure.
Reliability testing utilized Cronbach's alpha analysis to measure internal consistency.
The results revealed Cronbach's alpha values of 0.53 for environmental awareness, 0.75 for
digital literacy, 0.55 for habit, and 0.85 for student readiness. While the conventional
minimum threshold of 0.70 is often cited (Nunnally, 1978), this study adopted a more flexible
criterion of 0.50 for exploratory research contexts, particularly given the culturally specific
nature of the constructs in the Cambodian educational setting and the relatively small scale
of the study. This threshold aligns with recommendations for pilot studies and culturally
adapted instruments where achieving higher reliability may be challenging due to contextual
factors (Pallant, 2010). The acceptable reliability for the overall student readiness scale (0.85)
further supports the instrument's robustness for measuring the composite construct.
Table 2. Confirmatory Factor Analysis (CFA) – Factor Loadings
Construct
Item code
Factor loading
P-value
Environmental
EA1
0.48
< 0.001
Awareness
EA2
0.52
< 0.001
EA3
0.61
< 0.001
EA4
0.46
< 0.001
Digital Literacy
DL1
0.71
< 0.001
DL2
0.68
< 0.001
DL3
0.75
< 0.001
DL4
0.79
< 0.001

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Habits

Student Readiness

DL5
H1
H2
H3
H4
SR1
SR2
SR3
SR4
SR5

0.63
0.54
0.49
0.57
0.51
0.82
0.78
0.85
0.81
0.76

< 0.001
< 0.001
< 0.001
< 0.001
< 0.001
< 0.001
< 0.001
< 0.001
< 0.001
< 0.001

Note: All factor loadings are statistically significant at p < 0.001. Minimum acceptable threshold:
0.40.
Table 3. Reliability Analysis – Cronbach’s Alpha Coefficients
Construct
Number of items
Cronbach’s alpha
Interpretation
Environmental
4
0.53
Acceptable
Awareness
(exploratory)
Digital Literacy
5
0.75
Good
Habits
4
0.55
Acceptable
(exploratory)
Student Readiness
5
0.85
Excellent
Overall Scale
18
0.82
Excellent
Note: Alpha ≥ 0.70 considered good; α ≥ 0.50 deemed acceptable in exploratory or culturally adapted
studies (Pallant, 2010; Nunnally, 1978).

Figure 1. Photo of waste collection of high school students
2.4 Data Analytical Procedure
Data analysis commenced with descriptive statistics, including frequency
distributions, percentages, means, and standard deviations to characterize the sample and
present variable distributions. The arithmetic mean was calculated by dividing the sum of
data values by the number of observations to determine central tendencies.
Prior to inferential analysis, assumption testing was conducted to ensure statistical
validity. Normality was assessed using the Shapiro-Wilk test and visual inspection of Q-Q
plots, with all variables meeting normality assumptions (p > 0.05). Multicollinearity was
examined through Variance Inflation Factor (VIF) analysis, where all VIF values remained

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below 5.0, indicating absence of problematic multicollinearity. Heteroscedasticity was tested
using the Breusch-Pagan test, which confirmed homoscedasticity of residuals (p > 0.05).
Multiple regression analysis was employed to examine the predictive relationships
between independent variables (environmental awareness, digital literacy, and habit) and
the dependent variable (student readiness). The model's overall significance was tested using
F-test statistics, while individual predictor significance was assessed through t-tests. The
coefficient of determination (R²) was calculated to determine the proportion of variance in
student readiness explained by the predictor variables. All statistical analyses were
conducted using SPSS version 26 with statistical significance set at p < 0.05.
3. Result and Discussion
The regression analysis revealed that all three independent variables significantly
influenced students’ readiness to adopt paperless learning. Environmental awareness
accounted for 19.8% of the variance in readiness, digital literacy contributed 30.5%, and
habits exerted the strongest effect at 49.7%. Collectively, these predictors explained 51.3% of
the variance (R² = 0.513), confirming the substantial role they play in shaping preparedness
for paperless education.
Predictor Variable
Environmental
Awareness (X1)

Table 4. Summary of Regression Results
β Coefficient
p-value
0.28

< 0.01

Digital Literacy (X2)

0.42

< 0.001

Habits (X3)

0.31

< 0.05

R²

0.513

–

Interpretation
Significant positive
effect
Strongest predictor,
highly significant
Significant positive
effect
Model
explains
51.3% of variance

The findings presented in Table 2 indicate that digital literacy emerged as the strongest
predictor of readiness, followed by habits and environmental awareness. This result aligns
with previous studies that highlight the importance of technological skills in modern
education (Eshet-Alkalai, 2004; Baby & Saeed, 2020). However, the relatively lower
contribution of environmental awareness differs from research by Zaenuri et al. (2017),
where ecological consciousness was emphasized as a primary driver of sustainable behavior.
This discrepancy suggests that in low-resource contexts, technological competence may play
a more decisive role than ecological values. Theoretically, these results extend adoption
frameworks such as TAM and UTAUT by incorporating environmental and behavioral
factors, thereby offering a more holistic perspective on sustainable education.
Figure 1 illustrates the percentage contributions of environmental awareness, digital
literacy, and habits to student readiness for adopting paperless learning practices.

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Factors influence student readiness

19.8
49.7
30.5

Environmental awareness

Digital literacy

Habits

Figure 2. Percentage of factors influence student readiness
3.1 Effect of Environmental Awareness (X1) on Student Readiness
Environmental awareness had the smallest effect (19.8%, p < 0.05), yet it remained a
significant predictor of student readiness. Many students in this study recognized that paper
consumption harms the environment, suggesting that ecological awareness provides an
important motivational foundation for sustainable practices. In the Indonesian context,
Ludiya (2024) emphasized that environmental awareness can be nurtured through civic
education to build students’ ecological character. This resonates with Bazaliy’s (2021)
argument that cultivating ecocentric-ecological consciousness is essential for guiding
students toward sustainable practices. Similarly, Lapuz and Manlapaz (2024) found that
teachers’ ecological attitudes strongly influence students’ pro-environmental behavior,
highlighting the decisive role of schools in shaping sustainable habits.
Recent international reports expand this perspective by stressing that ecological values
must accompany digitalization to ensure genuine sustainability. The European Environment
Agency (2022) warned that digital innovation alone cannot reduce environmental pressures
unless guided by strong ecological awareness. Similarly, UNEP (2023) underscored the need
to align digital transformation with environmental responsibility to advance circular
economy practices. Taken together, these insights suggest that while awareness is necessary,
it is not sufficient on its own. Schools must therefore complement ecological education with
digital literacy initiatives and the cultivation of consistent routines to ensure that paperless
practices become both effective and sustainable.
3.2 Effect of Digital Literacy (X2) on Student Readiness
Digital literacy explained 30.5% of the variance in readiness and was statistically
significant (p = 0.02). Students proficient in using digital platforms were better prepared for
paperless practices such as online assignments and virtual discussions. Earlier research by
Kress and Pachler (2007) emphasized the role of mobile technologies in situated learning,
and more recent studies in Southeast Asia confirm this pattern: Nguyen et al. (2022) found
that the readiness of high schools in Vietnam strongly depends on their digital capabilities,
while Ly and Nguyen (2024) demonstrated that organizational culture and digital capacity
play a decisive role in schools’ transformation efforts.

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Despite these strengths, only 32% of students in this study demonstrated confidence in
evaluating reliable information, revealing gaps in critical digital literacy and exposing them
to misinformation. Tandoc et al. (2018) warned about the spread of disinformation in digital
spaces, and this concern remains relevant. At the same time, Ding, Chen, and Lü (2023)
expanded the definition of digital literacy to include not only technical proficiency but also
the ability to critically assess and interpret information, reinforcing the need for higher-order
competencies.
The benefits of digital literacy are well documented. Means et al. (2014) showed that
blended learning environments lead to improved student outcomes, and similar findings in
medical education reveal that digital transformation enhances readiness and engagement
when supported by institutional factors (Althubaiti et al., 2022). Exposure to digital
environments also fosters collaboration, problem-solving, and self-directed learning, as
highlighted by Baby and Saeed (2020). This resonates with Voogt and Roblin (2012), who
argued that digital literacy must be understood as part of 21st-century competencies such as
critical thinking and teamwork. Building on these foundations, global reports continue to
emphasize that equitable digital readiness is essential for sustainable education (OECD, 2021;
World Bank, 2023; IREX, 2024).
Considering these perspectives, it becomes clear that digital literacy is not only about
operating digital tools but also about cultivating advanced competencies and supportive
institutional contexts. Strengthening digital literacy is therefore crucial, not only for paperless
adoption but also for broader educational transformation in the digital era.
3.3 Effect of Habits (X3) on Student Readiness
Habits had the strongest effect, accounting for 49.7% of the variance (p < 0.001).
Repeated and reinforced behaviors, such as consistently submitting assignments digitally,
shaped students’ readiness to embrace paperless learning, reflecting the broader principle
that habits form through sustained reinforcement (Duhigg, 2012). However, this study also
found that many students experienced distractions, particularly from social media use,
which reduced focus and academic productivity. Recent research supports this concern:
Sánchez-Hernando et al. (2021) showed that lifestyle factors and habits significantly
influence middle school students’ academic performance, while their later study (2022)
confirmed that schools promoting healthier lifestyle habits achieved better academic
outcomes compared to those without such initiatives.
Beyond lifestyle, academic study habits themselves are strongly linked to performance
and readiness. Princy et al. (2023) found that consistent and disciplined study habits
improved the academic performance of nursing students, highlighting the role of daily
routines in building preparedness. Similarly, Tagud and Valle (2023) demonstrated that
effective study skills and habits directly enhance students’ academic achievement,
reinforcing the importance of structured behaviors in educational contexts. These findings
resonate with the present study, which identifies habits as the most influential factor in
students’ readiness to adopt paperless learning.
At the systemic level, evidence suggests that positive habit formation requires
institutional support in addition to individual practice. Reports from the World Bank (2023)
emphasize that structured digital routines in schools are crucial for sustaining student
engagement, while IREX (2024) highlights that institutional reinforcement is essential to
make digital behaviors sustainable. Thus, habits serve as the bridge between motivation
(awareness) and skills (digital literacy), ensuring that readiness for paperless learning is
translated into consistent and productive behavior.

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The findings reveal that readiness for paperless learning requires a holistic integration
of awareness, skills, and habits. While ecological values remain an important foundation,
technological competence and consistent digital behaviors emerged as stronger drivers of
adoption. This pattern reflects the reality of low-resource educational contexts, where
technical ability often outweighs environmental motivation. Theoretically, this study
contributes to technology adoption literature by extending TAM and UTAUT with
environmental and behavioral dimensions. Practically, it highlights the need for
interventions that build advanced digital skills, foster sustainable habits, and embed
ecological values into curricula. Such a multidimensional approach ensures that paperless
learning is not only technologically feasible but also educationally sustainable.
4. Conclusion
This study demonstrates that environmental awareness, digital literacy, and habits
collectively shape students’ readiness to adopt paperless learning in senior high schools.
Regression analysis confirmed that all three variables significantly influence readiness, with
digital literacy emerging as the strongest predictor, followed by habits and environmental
awareness. These findings indicate that while ecological values provide the motivational
foundation, technological competence and consistent behaviors are more decisive for
successful transitions to paperless practices in low-resource educational settings.
From a theoretical perspective, the study extends technology adoption frameworks
such as TAM and UTAUT by integrating environmental and behavioral dimensions.
Practically, it underscores the importance of equipping students with advanced digital skills,
fostering sustainable habits, and embedding ecological values within curricula. By linking
digital readiness with environmental responsibility, this research advances the discussion on
the Circular Economy in education, offering a new perspective on how schools can reduce
paper use while preparing students for sustainable futures.
5. Acknowledgement
The authors would like to acknowledge the support received from the Erasmus+
Circular Project, funded by the European Union’s Erasmus+ Programme. This project has
played a vital role in fostering collaboration, knowledge exchange, and innovation in the
field of circular economy practices. The insights and outcomes presented in this work have
greatly benefited from the resources, expertise, and networking opportunities provided
through this initiative. We are grateful to all partners and contributors involved for their
dedication and commitment to advancing sustainable development through education and
research.
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