Abstract
Objective: Under the dual influence of globalization and urbanization, the issue of left-behind children in rural areas has become increasingly prominent. Taking Meizhou, Guangdong Province, as a case study, this paper underscores the urgency of promoting reading activities for these children in this major agricultural hub in southern China. Methods: Leveraging a comprehensive approach that integrates online searches, official data, and other information-gathering techniques, the paper delves into the specifics of the challenge.The SIPS model, consisting of Resonance, Confirmation, Participation, and Sharing, offers a fresh perspective on tackling the challenge of promoting reading among these children. It explores how the collaboration of multiple stakeholders, including university student volunteers, government agencies, and private enterprises, can harness tools such as simulated data and data integration methods to gain a nuanced understanding of the reading needs, obstacles, and untapped resources of left-behind children. Results: The paper outlines a series of actionable strategies under the SIPS model to advance reading promotion activities for left-behind children in rural Meizhou, thereby fostering their holistic development and contributing to local rural progress. Conclusion: By engaging stakeholders and utilizing methods like simulation data and data integration, the paper proposes practical strategies to create a richer and healthier reading environment for left-behind children, ultimately contributing to their development and the overall progress of rural communities.
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