Abstract
The purpose of the article is to present the problems of a typical rural school in a mountainous region in terms of the organization of the educational process, in particular distance learning of students in a coronary virus pandemic. The following research methods were used: analytic-synthetic, empirical and mathematical statistics. The specifics of the organization of schoolchildren’s education in the alpine conditions of a small rural school are substantiated. The results of an empirical study conducted among teachers of rural schools in the mountains of Ukraine are presented. The subject of the survey were questions about the attitude of teachers to distance learning in rural schools, the realities and difficulties of using information and communication technologies (ICT) in the educational process. It was found that among teachers of various levels of rural education (preschool, primary and secondary school) 49.12% have a positive attitude to distance learning, 18.42% – partially support. Given the difficulties and problems of using ICT, lack of teaching materials for online learning, low level of digital and media literacy, 23.68% of teachers – strongly against this form of organization of the educational process in remote rural (mountainous) regions. Prospects for the development of rural schools in mountainous areas in the context of digitalization of education are identified.
Highlights
In the conditions of integration, social processes, globalization and digitalization, the requirements for the quality of educational services in various types of educational establishments are growing
Rural schools and districts tend to be smaller in number of students served, respectively, offering a more limited choice of extracurricular activities of arts, socio-cultural, health or STEM education (Goodpaster, Adedokun & Weaver, 2012)
In order to improve the quality of education in rural schools, close cooperation with the community is needed: “rural parents, students, community groups can add valuable information to discussions about educational adequacy and, they should be fully involved in the process of defining and costing out an adequate education” (Malhoit, 2005, p. 4)
Summary
In the conditions of integration, social processes, globalization and digitalization, the requirements for the quality of educational services in various types of educational establishments are growing. The outlined problem is extremely relevant in the context of preparing teachers for social work in schools of remote rural (mountainous) areas, where a significant number of children and youth need especially psychological and pedagogical support. These include children of migrant workers, orphans/semi-orphans, people from lowincome or large families, and others (Budnyk, Nikolaesku, Atroshchenko et al, 2021). Rural schools are not heterogeneous, and have their own specifics regarding location, population, and histories
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
