{"version":"1.0","provider_name":"CDRI","provider_url":"https:\/\/cdri.org.kh\/new","author_name":"Admin","author_url":"https:\/\/cdri.org.kh\/new\/author\/admin\/","title":"Envisioning Education 2030: New Models of Education - CDRI","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"wrSFjmb1vz\"><a href=\"https:\/\/cdri.org.kh\/new\/event\/envisioning-education-2030-new-models-of-education\/\">Envisioning Education 2030: New Models of Education<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/cdri.org.kh\/new\/event\/envisioning-education-2030-new-models-of-education\/embed\/#?secret=wrSFjmb1vz\" width=\"600\" height=\"338\" title=\"&#8220;Envisioning Education 2030: New Models of Education&#8221; &#8212; CDRI\" data-secret=\"wrSFjmb1vz\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script>\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/cdri.org.kh\/new\/wp-includes\/js\/wp-embed.min.js\n<\/script>\n","thumbnail_url":"https:\/\/cdri.org.kh\/new\/wp-content\/uploads\/2025\/02\/OfRo4R6t4n.png","thumbnail_width":370,"thumbnail_height":210,"description":"The ongoing global COVID-19 pandemic has caused major disruptions to education around the globe. The necessity of social distancing to prevent the spread of COVID-19 has forced many educational establishments to close and adopt online and distance education. It has been argued that technology-assisted distance education, has had various benefits, including the increase in teaching efficiency, flexibility in time and place, and expansion in education accessibility. On the other hand, the forced adoption has also posed a wide range of [&hellip;]"}