Examining the Impacts of Land Resources and Youth Education on Agricultural Livelihood in Battambang Province

Since the end of the Civil War, Cambodia has pursued economic development to enhance livelihoods, particularly in rural areas, where land is a critical resource. Previous studies have indicated that the country has changed land use and land cover. However, they have not explained how these changes can improve the livelihoods of local communities, thereby mitigating their negative impacts through an asset-based approach. Battambang Province, in the northwestern region, was the battleground until political integration in 1996. Since then, the province has been home to immigrants exploring the lands for livelihood. Thus, this study aims to examine agricultural livelihoods in the villages of Dei Kraham and Ou Toek Thla, located west of Battambang Town. These were selected because of their common characteristics. Adopting a quantitative approach and a sustainable livelihood framework, this study employed stratified random sampling to select 123 families for interviews across three population subgroups: old settlers, new settlers, and young settlers. In situ information was collected using structured questionnaires and analyzed using Kruskal–Wallis tests to assess the livelihood assets underlying the physical, natural, human, financial, and social capital. The statistical analysis results reveal no significant differences ( p -value = 0.079) in livelihood assets between the strata at the village level. Meanwhile, significant differences were observed in physical, human, and financial capital between old and young settlers when examining the subgroups ( p -value 0.000). The extent of the land resources held by old settlers was associated with household income and livelihoods related to agriculture. Based on livelihood asset scores, nearly half of the new settlers (0.49–0.5) and a quarter of the young settlers (0.47) are vulnerable groups requiring support. The youth will soon face an uncertain future if they do not prioritize education.