Educational Barriers Research Articles

The role of education in supporting village women's empowerment in Aceh in the context of local social, religion, and culture

This study aims to explore the role of education in supporting women's empowerment in rural Aceh, understand the challenges they face, and see how education can be a tool to strengthen their position in the social structure without bumping up against traditional and religious values. Through a qualitative approach, this study explores the main factors that influence women's access to and participation in formal and non-formal education, including socio-cultural and economic barriers. This conceptual model identifies key components such as the role of local educational institutions, local values (such as mutual cooperation and religious teachings), and community and family support in improving access to education for women. The findings show that education has an optimal impact on women's involvement in social and economic life, allowing them to play a greater role outside the domestic sphere. However, various challenges such as conservative views and the lack of inclusive policies are still obstacles. With the existence of supportive policies and the integration of local values in education, it is hoped that women's empowerment in Aceh can be realized sustainably. This study is expected to contribute to the formulation of more inclusive education policies for women in rural Aceh.

Social Economic Barriers to Information Communication Technology (ICT) Access for Persons with Disabilities in Africa: Literature Review

The 2006 United Nations Convention on the Rights of Persons with Disabilities, (PWDs) enacted in May 2008, has been instrumental in championing the rights of people with disabilities. A significant aspect of the Convention is information communication technology (ICT) accessibility. Article 9 specifically calls for signatories to “promote access for persons with disabilities to new ICTs and systems, including the Internet” and to “promote the design, development, production, and supply of available ICTs and systems at a premature stage, so that these technologies and systems become accessible at an affordable price. ICT access is important for social economic incorporation of (PWDs) in Africa, with computer technology and the Internet significantly enhancing their independence. A report from the High-Level Meeting on Disability and Development at the United Nations in September 2013 underscores the importance of ICTs for the inclusion of PWDs. While inaccessible ICT designs can create barriers, innovative technologies offer unprecedented support: text-to-speech technology enables millions to access digital versions of otherwise inaccessible print documents, and new tools like GPS, image recognition, near-field communications, and Internet connectivity provide solutions for independent living. However, several socioeconomic barriers impede access to these technologies, exacerbating existing inequalities and limiting participation in the digital age. This article explores the multifaceted challenges PWDs face in accessing ICT in Africa, emphasizing the intersections of disability with poverty, education, infrastructure, and policy. It investigates the financial constraints that make assistive technologies and Internet services unaffordable, the educational barriers affecting digital literacy among PWDs, and infrastructural challenges such as inadequate ICT facilities and the lack of accessibility features in existing technologies. The article also addresses policy and regulatory gaps that fail to prioritize the needs of PWDs in national ICT strategies. By identifying these barriers, the article advocates for inclusive policies and targeted interventions to enhance ICT accessibility for PWDs in Africa. The discussion is informed by a review of relevant literature and data from various African countries. Ultimately, the article highlights the necessity of implementing policies related to ICT access and a collaborative approach involving governments, the private sector, civil society, and international organizations to bridge the digital divide and promote the social and economic empowerment of PWDs

Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality

Breaking the Access to Education Barrier: Enhancing HPLC Learning with Virtual Reality

The Impact of Social Marginalisation on Science Engagement and the Extent of Barrier Reduction

This paper examines the impact of social marginalisation, including race, gender, and social class, on science engagement. Socially marginalised groups, such as women, people of colour, and lower socioeconomic classes, face significant barriers in science education and careers due to discrimination, stereotyping, and limited access to science capital. The paper explores how these factors intersect to influence the formation of scientific identity and contribute to underrepresentation in scientific fields. Efforts to reduce these barriers, such as inclusive science communication and stereotype manipulation, are critically evaluated. Although these interventions offer potential solutions, they remain idealistic and face significant challenges. The paper concludes that addressing these barriers requires deep structural and cultural reforms within the scientific community.

Barriers to pharmaceutical care provision in the community and hospital pharmacies of Motta town, Northwest Ethiopia: a cross-sectional study

BackgroundAlthough pharmaceutical care has tangible positive importance in ensuring patient pharmacotherapy safety, its provision encounters several barriers. Therefore, this study investigated the obstacles pharmacy professionals faced while providing pharmaceutical care in Motta town, Northwest Ethiopia.MethodsA cross-sectional study was conducted from July 30, 2022, to August 30, 2022, at all community and hospital pharmacies in Motta town, Northwest Ethiopia. The data were collected via a self-administered questionnaire and analyzed via SPSS version 26.0. Descriptive statistics and statistical analysis tests, such as the independent t-test, variance, and multiple linear regressions, were employed to analyze the data.ResultsThe study had a 97.7% response rate. Among the 130 participants, 71 (54.6%) were females. The mean (± SD) total score of pharmaceutical care provision barriers was 85.06 (± 20.2). The highest and lowest mean subscale scores of pharmaceutical care provision barriers were related to lack of resources and skill, respectively. Among resource-related barriers, lack of time and money, lack of trained staff, and lack of private space for consultation scored higher than other barriers. Concerning vision/attitudinal barriers, patients and other healthcare workers’ inappropriate attitudes toward pharmaceutical care obtained the highest scores. The lack of clinical education in pharmaceutical care, lack of communication, and lack of documentation skills of pharmacists scored higher than other barriers in the educational and skill-related barriers subscales. For the regulatory/environmental subscale, a lack of clinical practice guidelines and legal barriers scored higher than the other subscales did. Pharmaceutical care provision barriers were significantly associated with age (B = 14.008), years of practice (B = 13.009), and graduating institution (B=-16.773).ConclusionsResource and attitudinal/vision-related barriers were reported to be the most common barriers to pharmaceutical care implementation. Stakeholders should work together to develop strategic solutions to overcome these barriers and thus achieve optimal pharmaceutical care provision. These strategies should include optimizing the number of trained pharmacy staff, time and financial problems should be resolved, communication and documentation skills should be improved, pharmacy layouts should incorporate private counseling rooms, policies that support the pharmacist’s role in patient care should be developed, and effective training and continuing professional education programs should be offered.

Upscaling Natural Materials in Construction: Earthen, Fast-Growing, and Living Materials

Despite the numerous advantages of using natural materials, such as fast-growing, living, and earthen materials, their widespread application in the construction industry remains limited. This research presents a perception survey, which investigates stakeholders’ perceptions regarding the market, regulatory barriers, and educational barriers, exploring experiences, motivations, and attitudes toward the adoption of natural materials in construction projects. The results capture variations in current practices and identify patterns for future directions, analyzed in a comparative manner to assess two geographical regions: Europe and North America. The results show that contractor availability, a lack of professional knowledge (mostly in Europe), and cost-to-value perceptions (mostly in the USA) are key barriers to adopting natural materials. The lack of awareness among construction professionals regarding technical aspects highlights the need for targeted training, while the lack of regulatory distinction between living and earth-based materials underscores the need for harmonized policies. By elucidating stakeholders’ perspectives and identifying key challenges, this research aims to inform policymaking, industry practices, and research initiatives aimed at promoting the use of a wider lexicon of construction materials. Ultimately, this study hopes to facilitate the development of strategies to overcome scalability challenges and accelerate the transition toward their implementation in mainstream projects.

Exploring comprehensive sexuality education experiences and barriers among students, teachers and principals in Nepal: a qualitative study

BackgroundComprehensive sexuality education (CSE) is essential in empowering adolescents with the knowledge and confidence to manage their sexual and reproductive health. Despite its recognized benefits, access to quality CSE remains limited, especially in low-income countries, where societal norms and structural barriers hinder effective delivery. The aim of this study is to investigate the experiences and perceptions among students, teachers, and principals in Nepal about comprehensive sexuality education.MethodsQualitative methods were used. 13 Semi-structured interviews and 1 focus group discussion were carried out with 15 teachers and principals working at higher secondary schools and two focus group discussions were conducted with a total of 13 adolescents. Thematic analysis was used to analyze the data.ResultsFour themes were developed: Resistance to Teaching and Learning, Preparation and Engagement Strategies, Taboos and Silencing and Structural Barriers. Students, teachers, principals and students reported discomfort and embarrassment when discussing sensitive topics, with gender dynamics playing a significant role. Strategies like warm-up sessions and continuous interaction with students and parents were used to create a supportive learning environment. However, socio-cultural barriers and family attitudes continued to hinder open discussions about sexuality. Structural barriers, including the lack of formal training for teachers and inadequate instructional materials, further impeded effective CSE delivery.ConclusionThe experiences of CSE in Nepal among students, teachers and principals highlight significant barriers including cultural taboos, gender dynamics and insufficient resources. Addressing these barriers through comprehensive teacher training, curriculum reform, and societal engagement is critical to ensure access to CSE.

About the Artist and Artwork

Jennifer Redman, M.Ed. (she/her), is an educator in Wasaga Beach, Ontario. She has been teaching for 23 years. Jennifer has a passion for moving the classroom outside, where children of all ages connect with nature. Her research focuses on the benefits of having students engage in meaningful learning experiences in the outdoors, and the perceived barriers of outdoor education in the mainstream schooling environment. In Off to the Forest, the children are joyfully free to move their bodies, explore the world, and breathe fresh air. The teacher is leading the class of youngsters off on a nature excursion. The unique personalities are evident as they excitedly march into the woods where they will collaborate, discuss, and build relationships.

The Feminisation of Poverty in European Union Countries—Myth or Reality?

The feminisation of poverty is a complex, multidimensional phenomenon related to gender inequality in various aspects of life. Women are disproportionately affected by the gender pay gap, unequal intra-household resource distribution, unpaid domestic work, caregiving responsibilities, single motherhood, employment or educational barriers, violence, gender discrimination, and period poverty. Combating poverty and inequality are among the main goals of the 2030 Agenda for Sustainable Development adopted by the United Nations General Assembly on 25 September 2015, and their great importance is further highlighted in the preamble of the resolution outlining the plan to transform our world by 2030. This study uses SDG indicators from the Eurostat database to assess the feminisation of poverty in the EU-27 member states in 2020 based on selected diagnostic characteristics mainly related to SDG 1 and SDG 5; they are also related to other goals due to the cross-cutting nature of the topic. The characteristics were transformed to reflect gender gaps and afterwards unitised with a veto threshold indicating gender balance. These were then used to calculate a synthetic taxonomic measure, allowing for linear ordering and classification of countries based on the feminisation of poverty levels. The study confirmed significant feminisation of poverty in the EU-27, with a few aspects showing masculinisation. High feminisation of poverty was observed in both emerging and advanced economies.

The Assessment of Post-secondary Supports: A New Measure of an Understudied SCCT Construct

We investigated environmental supports, an understudied aspect of Social Cognitive Career Theory (SCCT), with rural Appalachian youth, an understudied population. We developed a new measure of proximal influences that bolster the pursuit of postsecondary education, the Assessment of Postsecondary Supports (APSS). Across 3 studies, we develop and validate the new measure, finding strong internal consistency and construct validity. Moreover, scores on the APSS were positively correlated with college-going self-efficacy (CGSE) and college outcome expectations (COE), explaining more unique variance than a measure of perceived educational barriers.

Barriers to Communication in Undergraduate Medical Education: Perspectives of Students From Karnataka, India.

Background Communication barriers in medical education can impede learning. Understanding these barriers from students' perspectives is crucial for developing effective solutions. The objectives of this study were to identify the barriers to communication in undergraduate medical education and their solutions from students' perspectives as well as to determine the demographic factors associated with these barriers. Materials and methods A cross-sectional study was conducted from May 2018 to July 2019 among undergraduate students at a medical college in Karnataka. Using a stratified sampling method, data was collected from 400 students via a pretested semi-structured questionnaire. The data was analyzed using descriptive statistics, and logistic regression analysis was performed to determine the association between demographic factors and barriers to communication. Results Students identified several communication barriers, primarily in the domains of language, environment, psychology, and teacher-related issues. Key barriers in theory classes included the use of medical jargon, overcrowding, faulty microphones, absent-mindedness, peer pressure, fast-paced teaching, monotonous sessions, and information overload. In practical classes, barriers were overcrowding, absent-mindedness, and fast-paced teaching, and for clinical case discussions, barriers included difficulty understanding the local language, overcrowding, and leg pain. Proposed solutions by students for theory classes included simpler explanations, smaller batches, microphone maintenance, interactive lectures, and breaks between classes. For practical classes, solutions were smaller practical batches, interactive sessions, and simpler explanations of topics, while for case discussion, solutions included optional local language classes, smaller groups, and better seating arrangements. Conclusion This study highlights key communication barriers in medical education and underscores the influence of demographic factors such as gender and academic year. The solutions proposed by the students are practical and could enhance communication and the overall educational experience if implemented in medical colleges across India.

Tutoring as a form of support for the adaptation of foreign students at the university

Introduction. Strengthening globalization processes leads to the expansion of international cooperation in the field of education. This is especially reflected in the growth of international mobility of students in higher education institutions, in particular, Russian universities. And if the first students of the beginning of the large waves of mass educational migration were proficient in the Russian language and were familiar with Russian culture, then the students who followed them were much less proficient in the language and cultural code. And, since the internationalization of education remains a prerequisite for the existence of universities, and long-term adaptation of foreign students to learning conditions worsens the quality of their training, there is a need to organize their psychological and pedagogical support in the first years of study. The purpose of the article: to specify the main problems of adaptation of foreign students to the conditions of study in Russian universities and to justify the need to organize their tutor support. Materials and methods. The study involved 556 international students of the first and second years of study of three Tatarstan universities (Kazan National Research Technological University (KNRTU-KICT), (Kazan); Kazan National Research Technical University named after A. N. Tupolev (KNRTU-KAI), (Kazan); Elabuga Institute of the Kazan (Volga Region) Federal University (EI KFU) (Elabuga). Research results. The results of the study confirmed the presence of adaptation problems among foreign students. The main ones are difficulties with the Russian language (41%) and acclimatization (21%). It takes 46% of students about a year to get used to the learning conditions, and 23% – more than a year. The main learning difficulties they identify are awkwardness when speaking in public in front of an audience (23%) and teachers’ underestimation of their educational results (20%). More than half of the students see older compatriots as a source of help in overcoming cultural and educational barriers; The help of a supervisor turned out to be effective only for 15% of respondents. Taking into account the results obtained, it is proposed to organize the training of future tutors from among foreign senior students who have undergone appropriate psychological and pedagogical training. Conclusion. While maintaining the institute of curatorship, it is necessary to create a tutoring institute in universities that train foreign students. The main functions of tutors, which are absent from the curators of academic groups, should be to help foreign students overcome barriers to socio-cultural adaptation and insufficient proficiency in Russian, promote the acceptance of foreigners by their new environment, help in building effective interaction with the university administration and teachers, study students' personalities, monitor the results of their educational activities, help in professional identification, monitoring of newly emerging difficulties of students, strengthening cooperation between Russian and foreign students.

Special Needs Education for The Visually Impaired in Malaysia

This study examines the development, challenges, and educational approaches for visually impaired children in Malaysia, framed within the goals of inclusive education as outlined by Sustainable Development Goal 4 (SDG 4). Despite progressive policies, significant challenges persist, including limited access to specialized resources, inconsistent quality across regions, and a lack of adequately trained educators. The study aims to explore the historical development of special education for visually impaired children, classify visual impairments, and examine various learning mediums. Using a qualitative literature review, data were collected from academic and government source. Findings reveal notable gaps in resource allocation and instructional frameworks, especially in rural areas, where visually impaired children face greater educational barriers. The study’s implications underscore the need for standardized frameworks and increased resource distribution to ensure equitable access to quality education. Future research should address the long-term impact of dual media learning and investigate best practices from global contexts to enhance Malaysia’s approach to visual impairment education. Aligned with SDG 4, the findings advocate for collaborative efforts between educators, policymakers, and community stakeholders to create an educational landscape where visually impaired children can fully engage and thrive academically and socially.

Revitalising traditional Indian games: inclusive game adaptations for children with cerebral palsy

Background Children with cerebral palsy (CP) present unique challenges to physical activity due to various factors. Despite the benefits of inclusive approaches and adapted physical education, low- and middle-income countries face specific barriers including environmental, equipment, personal, policy, social and professional barriers. Traditional Indian games, with their cultural significance and potential therapeutic benefits, offer a promising avenue for inclusive adaptations. At present we couldn’t find any studies that explore’s the method of adaptation of traditional Indian games for children with cerebral palsy of varying functional levels. Purpose The aim of the study was to explore the adaptation of traditional Indian games for children with CP of varying functional levels. Methods Traditional Indian games were identified through ethnographic qualitative research, and adapted using the Delphi process involving experts from various fields. A total of 10 traditional games were selected based on their health benefits using an operationalised conceptual model. The CHANGE IT model of adapted physical activity was used to systematically adapt each game. Validation of the model was then performed on children with CP [a smaller sample size, n = 10] with different levels of functioning. Results The games varied in playing positions, surfaces and phases. Modifications included changes in game rules, play environment, equipment and time duration. The study validation through informal interview among the parents of CP children revealed that adapted traditional game protocol shown improvements in their children’s activity levels and participation. Conclusions While this is a preliminary exploration, no firm conclusion can be drawn. The model presented in this study lays the foundation for future randomised controlled trials to validate the effects of adapted traditional Indian games on children with cerebral palsy of different functional levels.

Climate action to enable quality education: exploring the potential of Eco-Schools to reverse the triple education crises in Rwanda

This article presents the results of research conducted between 2021 and 2023 by the Albertine Rift Conservation Society (ARCOS) with 240 partners including teachers, learners and parents in six Rwandan schools. A relational knowledge co-creation methodology was used to gain a shared understanding of education and climate change challenges in the schools and co-create solutions using the Eco-Schools problem-based learning pedagogy. The knowledge co-creation processes revealed a negative relationship at the intersection between climate change and quality education which is interrupting successful implementation of both the Competence-Based Curriculum (CBC), and the School Feeding Programme policies of the Government of Rwanda, affecting national progress towards SDG 4 and SDG 13. However, by integrating climate action projects in the CBC, with practical skills and knowledge from parents and wider community members, education barriers caused by poor school conditions, and poor nutrition, health and comfort of learners are being removed, while the quality and relevance of teaching and learning in schools is being improved. The article therefore proposes the Eco-Schools programme as a potential means of simultaneously addressing the UN’s ‘triple crisis’ of inclusion, quality and relevance. Ultimately, by showing that it is possible to transform education in even the most challenged schools, at a relatively low cost, within a very short space of time (one school year) and without large-scale curriculum reform or infrastructure, the findings of this research promote wider, faster and more optimistic progression toward the UNESCO’s ‘Reimagining Education’ vision and the Greening Education Partnership targets.

Percutaneous coronary intervention for bifurcation coronary lesions using optimised angiographic guidance: the 18th consensus document from the European Bifurcation Club.

The 2023 European Bifurcation Club (EBC) meeting took place in Warsaw in October, and the latest evidence for the use of intravascular ultrasound (IVUS) and optical coherence tomography (OCT) to optimise percutaneous coronary interventions (PCI) on coronary bifurcation lesions (CBLs) was a major focus. The topic generated deep discussions and general appraisal on the potential benefits of IVUS and OCT in PCI procedures. Nevertheless, despite an increasing recognition of IVUS and OCT capabilities and their recognised central role for guidance in complex CBL and left main PCI, it is expected that angiography will continue to be the primary guidance modality for CBL PCI, principally due to educational and economic barriers. Mindful of the restricted access/adoption of intracoronary imaging for CBL PCI, the EBC board decided to review and describe a series of tips and tricks which can help to optimise angiography-guided PCI for CBLs. The identified key points for achieving an optimal angiography-guided PCI include a thorough analysis of pre-PCI images (computed tomography angiography, multiple angiographic views, quantitative coronary angiography vessel estimation), a systematic application of the technical steps suggested for a given selected technique, an intraprocedural or post-PCI use of stent enhancement and a low threshold for bailout use of intravascular imaging.

The Inequitable Experiences of Left-Handed Medical Students in Surgical Education.

Left-handed medical students contend with unique educational barriers within surgery, such as lack of educational resources, lack of left-handed-specific training, and widespread stigmatization of surgical left-handedness. This study aimed to highlight the surgical experiences of left-handed medical students so educators may be empowered to act with greater care and appreciation of these students' circumstances. In this qualitative study, the authors conducted semistructured interviews on surgical experiences during medical school between January 31, 2021, and June 20, 2021, on 31 current surgical residents and fellows from 15 U.S. institutions and 6 surgical specialties. Left-handed trainees were included regardless of their surgical hand dominance. The authors identified 3 themes related to left-handed medical students' surgical experience: (1) disorienting advice from faculty or residents, (2) discouraging right-handed pressures and left-handed stigmatization, and (3) educational wishes of left-handed medical students. Trainees describe dialogues during medical school in which their handedness was directly addressed by residents and faculty with disorienting and nonbeneficial advice. Often trainees were explicitly told which hand to use, neglecting any preferences of the left-handed student. Participants also described possible changes in future surgical clerkships, including normalization of left-handedness, tangible mentorship, or granular and meaningful instruction. Left-handed medical students encounter unique challenges during their surgical education. These students report being disoriented by the variability of advice provided by mentors, discouraged by how pressured they feel to operate right-handed, and burdened by the need to figure things out by themselves in the absence of adequate left-handed educational resources. Surgical education leadership should detail the unique problems left-handed learners face, impartially elicit the learner's current operative hand preference, take responsibility for their left-handed students, promote acceptance and accommodation strategies of left-handed surgical trainees, and endeavor to improve the breadth of left-handed surgical resources.

Enhancing the adaptation of international students to life and study in Kazakhstan

ABSTRACT The significance of this study is highlighted by the various challenges faced by international students in the educational process in Kazakhstan. The main objective was to explore the unique aspects of these students’ adaptation within higher education institutions. The research methods utilized included surveys, interviews, logical analysis, and functional analysis. Throughout the study, has been identified the difficulties encountered by foreign students during their adaptation period. This was achieved through conducting interviews like ‘Your Life and Study at the Preparatory Faculty’ and ‘A Man Among People,’ as well as administering the ‘Study is Your Present, Which Defines Your Future’ questionnaire, among other techniques. These methods allowed us to examine trends in the responses of foreign students to generalized scenarios they encounter during adaptation. The study found that foreign students in Kazakhstan face significant challenges, including psycho-physiological difficulties, educational barriers, and socio-cultural adjustments, influenced by language proficiency and social relationships. It highlights the importance of creating a supportive and inclusive environment for successful adaptation. The practical importance of the findings lies in the recommendations and strategies proposed to accelerate and improve the efficiency of foreign students’ adaptation in Kazakhstan across all essential areas.

Promoting inclusion for disabled students in healthcare education: Using research-based theatre to enhance knowledge and empathy

AimThis study explores and compares the impact of in-person and online versions of a Research-based Theatre production named "Alone in the Ring," aimed at increasing knowledge and fostering positive attitudes towards persons with disabilities in healthcare professions. The study examines changes in attitudes towards disabled persons in healthcare professions, levels of engagement in the play and knowledge about the experiences and challenges of disabled individuals in healthcare professions. It also investigates possible actions to increase inclusion for disabled persons in healthcare education and practice. BackgroundDisabled students face numerous barriers in healthcare education and practice, many of which are rooted in stigma and negative attitudes. Research-based Theatre promotes experiential learning to address these attitudes and stereotypes. The performance "Alone in the Ring" is based on a comprehensive study of the experiences of disabled students and clinicians in health professions, aiming to promote inclusion for students with disabilities in these fields. DesignThis study uses a pre-test and post-test design with two comparison groups. MethodThe study employed an explanatory sequential mixed method design to explore the impact of online versus in-person Research-based Theatre teaching in healthcare education. Participants were graduate health students (N = 198); 100 watched the in-person version and 98 watched the online version. Surveys were administered before and after the performance. Participants were also invited to share their experiences in semi-structured interviews and their responses were analyzed using thematic analysis. ResultsResults indicated that students generally felt more comfortable with disabled persons in healthcare professions in the post-survey compared to the pre-survey, with online participants reporting greater comfort and higher engagement than those in-person. Knowledge of disabled persons' experiences and challenges, as well as possible actions to increase belonging and inclusion, improved significantly for both groups from pre- to post-performance, with online participants showing a greater change. Qualitative data revealed that online theatre was perceived as authentic and beneficial for accessibility, engagement and emotional impact on students, though challenges included potential distractions and technological issues. Positive correlations were found between changes in knowledge, positive attitude and engagement, suggesting that increased engagement and a shift in attitudes can promote knowledge and awareness of the inclusion of disabled persons in healthcare professions. ConclusionThese results support the use of online theatre-based academic teaching that experientially engages students, increases empathy and can promote more inclusive healthcare educational settings for disabled persons.

Career experiences of rural music teachers in Jilin Province, China

Music education is important for students’ development, and thus music teachers play a key role. However, there is a scarcity of research on music teachers’ experiences of teaching in rural schools in China. This study explores the in-depth experiences of rural music teachers in China. Nine music teachers in rural schools were interviewed, and interview data were analyzed using a phenomenological research method. Two themes and six categories emerged: (1) navigating barriers in rural music education (undervaluing music education, difficulties in teaching based on curriculum standards, heavy workload, dissatisfaction with teacher training); and (2) empowering through music: enhancing skills and well-being (improving musical capacity, promoting psychological changes). Results show that rural music teachers in China faced practical difficulties regarding the perception of music education, teaching required content, and lack of professional development. However, the outcomes of music education for students were positive, in that they improved their musical competencies and experienced psychological changes. Study findings will contribute to the development of rural music teachers and provide insights for educational administrators in China.