Rural Education Research Articles

Correlates of Socio Demographic Factors with Utilization of ICT Gadgets by Rural Students

Aims: This study investigates the utilization of ICT gadgets by rural students, focusing on usage patterns and their correlation with socio-demographic factors. As the demand and usage of ICT is increased, it is necessary to identify the ICT gadgets used by rural students and their extent of utilization so they may not be lag behind as urban population increasing the digital divide. Study Design: The research design was descriptive correlational research in nature. Research targeted two government senior secondary schools, one each from the villages of Niyana and Bhiwani Rohilla. A total of 100 students from grades 9 to 12 participated in the study who were willing and interested to participate. Place and Duration of the Study: The study was conducted in the Hisar district of Haryana state. The collection of data was done through the self-constructed questionnaire in the month of May, 2022 by the researcher itself. Duration of the study was 6 months. Methodology: Utilization was the usage of the ICT gadgets to reveal which types of ICT gadgets were being utilized by the respondents and which were not utilized. The developed questionnaire was used to discover the most utilized ICT gadgets by the respondents. For calculating, Level of Utilization of ICT gadgets, an excel sheet was made with the responses of the students given on the self-developed questionnaire on the usage of number of gadgets (0-15). For Comparison of School-I and School-II, Significance of the Difference was used. Correlation between Socio-Demographic profile of the respondents and utilization of ICT gadgets by School-I and School-II was also analyzed with P=.05. Results: It was revealed that all students in School-I utilized smartphones and televisions, with most displaying a medium level of usage. In contrast, students in School-II exhibited a lower level of ICT gadget utilization, despite similar access to smartphones and televisions. The t-score analysis revealed a significant difference in usage levels between the two schools. Smartphones were the most utilized devices for a variety of purposes, including academics, entertainment, and online transactions, while laptops were the least used gadgets. The study also found a positive correlation between education level and ICT gadget usage, suggesting that students with higher education engage more with ICT tools. A negative correlation was observed between distance from urban centers and ICT usage, indicating that students farther from cities face greater challenges in accessing technology. The results of the research will be beneficial for government and policymakers to formulate programs to enhance the utilization of ICT gadgets by rural students of India to overcome digital gap. Conclusion: These findings emphasize the influence of socio-demographic factors on ICT usage and highlight the need for targeted interventions to enhance technology access and utilization in rural education.

Pedagogical and Social Transformations in Post-Apartheid Mathematics Education

This special issue addresses the complexities of mathematics teaching and learning in post-apartheid South Africa by exploring themes such as pedagogical reasoning, decoloniality, rural education challenges, and teacher preparation. It contributes to the ongoing dialogue on mathematics education's role in social transformation, enhancing the body of knowledge and deepening practitioners' understanding of its impact.

Modelagem na/da Educação do Campo e suas relações com a Educação Popular de Paulo Freire

This work presents and deepens some discussions carried out in the context of doctoral research that deals with the articulation between Mathematical Modeling and Countryside Education. In this way, we seek to highlight some intertwinings between Countryside Education and Mathematical Modeling with the ideals of the Popular Education perspective proposed by Paulo Freire that were noticed during the investigative process. To carry out the research, we analyzed one thesis, ten dissertations and 24 articles that deal with the articulation of Mathematical Modeling with Rural Education, published between 2008 and 2023 in Brazil. The analysis of the material allows us to demonstrate that, based on the relationships/approximations found between these two perspectives, we recognize that freirean assumptions are at the basis of the connection between Modeling and Countryside Education and, therefore, we realize Modeling in/of Countryside Education as a potential for teaching and learning in countryside schools. We were able to conclude that the proposal for a Mathematical Modeling in Countryside Education takes into account the educational project of the Movement for Countryside Education (its pedagogical principles and the specificities of peasant territories). Furthermore, Modeling activities need to be combined with the concept of Critical Mathematics Education, proposed by Ole Skovsmose (2001; 2007; 2008; 2014), and be conceived in the socio-critical perspective of Modeling, which foresees teaching for transformation and social justice.

Research on the factors affecting rural teachers’ retention and countermeasures: strategies based on the perspective of Herzberg’s two-factor theory

ABSTRACT Rural education is an important component of K–12 education. However, influenced by multiple factors, the situation of rural teachers is far from stable. Therefore, how to retain teachers is the global issue faced by rural education. Based on Herzberg’s two-factor theory, a survey of Herzberg’s two-factor influence was carried out among 323 rural teachers, uncovering the internal factors affecting the stability of teaching staff, to understand the measures needed to improve rural teachers’ retention rates. The study shows that there exists a severe imbalance in the gender ratio of rural teachers, and teachers are highly satisfied with educational policies in spite of their low incomes. With regards to interpersonal relationships, school administrators fail to emphasize a “human-centered” management philosophy. Improvement measures are proposed including expanding the channel of teacher professional development, satisfying the demand for teacher professional development, improving welfare and creating a pleasant work environment.

The Utilisation of ICT Resources for Teaching and Learning Science in Rural Schools: A Bibliometric Analysis

Information and Communication Technology (ICT) offers pedagogical approaches in science that may enhance engagement in STEM disciplines. It has emerged as a catalyst for quality education and job creation, imparting scientific knowledge and potentially enhancing educational standards for rural students, hence generating increased opportunities for employment and entrepreneurship. This study aimed to explore research trends on the use of ICT in teaching and learning science in rural schools, using available big data on studies done in the past 10 years worldwide. A bibliometric analysis was used to analyse 171 journal articles and conference proceedings papers which were published or in press. These documents were obtained through the SCOPUS database. The keywords used were "ICT in teaching science” OR "rural schools". Data were organised into tables, graphs and visualisations obtained from VOSviewer, then analysed descriptively. Findings from the study revealed insufficient publications of documents in this area per year worldwide, citations and co-citations, poor collaborations and low total link strength for all documents published from 2013-2023. Whereas many studies have been conducted on the use of ICT or STEM education or rural education, few studies incorporated the three terms. Those who have embarked on these studies seem to be losing interest in doing more research in this area. Furthermore, there are insufficient collaborations between authors and countries in this research area. This study recommends that the amount of research and collaborations be increased on regarding the utilisation of ICT resources for teaching science in rural schools.

The Promotion and Obstacles of the Double Reduction Policy for Educational Equity

China’s Double Reduction policy advances educational equity by reducing student workload and regulating extracurricular tutoring. The policy’s original intent is laudable, and some progress has been made in balancing educational resources and reducing the financial burden on families. Furthermore, this policy seeks to achieve a better study-life balance by reducing the academic burden so that students will have more time to develop their all-around qualities. However, its implementation has faced several challenges, including inconsistent policy implementation, regional disparities in education resources, chronic parental anxiety about education, and social pressure. These issues undermine the effectiveness of the policy. In this context, this essay comprehensively analyses the present state of the Double Reduction policy, identifies the primary challenges, and proposes corresponding recommendations for improvement. These recommendations include establishing a sound long-term evaluation mechanism, increasing investment in rural education, guiding parents to manage educational expectations, and strengthening the vocational training system. Continuously optimizing and improving the implementation of the policy, will ultimately promote balanced education in China and help students grow more holistically.

Study on the Dilemma of Rural Women’s Access to Education in China and its Legal Protection

This paper explores the multidimensional challenges faced by rural women in China in accessing education, revealing the root causes of the intersection between urban-rural educational inequality and gender discrimination. While legal and policy reforms have led to some improvements—particularly in the realm of compulsory education, where enrollment rates for rural girls have increased—significant barriers remain, especially in higher education and vocational training. These challenges are rooted in various structural issues, including disparities in educational resources, cultural capital deficiencies, and the persistence of traditional gender roles, all of which disproportionately affect rural women. The paper offers an in-depth analysis of these factors, highlighting the inadequacies of current legal frameworks and the practical difficulties in their implementation. It proposes strategies to improve the situation, such as enhancing legal enforcement, increasing state investment in rural education, addressing societal and cultural biases through gender equality education, and expanding vocational and lifelong learning opportunities tailored to rural women’s needs. The findings suggest that only through a comprehensive approach—integrating legal, policy, and cultural initiatives—can rural women’s educational rights be effectively protected, leading to more equitable educational outcomes, reduced gender disparities, and fostering overall social progress in China.

Study on High-quality Development Strategy of Rural Economy Under the Strategy of Agriculture, Rural Areas and Farmers

With the in-depth implementation of the "three rural" strategy, the high-quality development of rural economy has become an important goal to achieve rural revitalization. This paper starts with the current situation of rural economic development, analyzes the main challenges facing rural economy, including infrastructure construction lag, unreasonable industrial structure and brain drain and innovation ability. On this basis, the core strategy of high-quality development of rural economy is put forward from three aspects: industrial revitalization, ecological revitalization and talent revitalization. By optimizing the industrial structure and promoting the integration of the primary, secondary and tertiary industries, the agricultural production efficiency is improved; Emphasizing green agriculture and environmental governance to promote sustainable development; Attention should be paid to attracting high-quality talents and improving rural education and training systems to promote innovation and entrepreneurship in rural areas. Through comprehensive measures, we will strive to provide systematic support for the high-quality development of the rural economy and help the smooth implementation of the rural revitalization strategy.

The Professional Development of Primary School Teachers in Rural China

The professional development of rural teachers is not only related to their personal growth, but also directly affects the improvement of rural education quality and the future development of rural students. Although the professional development of rural teachers is highly valued in today's society, there is still an issue of unequal education resources and investment between urban and rural areas in China. This study aims to determine the professional development of primary school teachers in rural China. This study used a questionnaire survey method to determine the career development in rural China. 600 teachers will be randomly assigned to 50 rural primary schools in Sichuan Province. After collecting data, this study will use SPSS for analysis to measure the professional development of participants. This has potential impacts on both policy and practice. In addition, this study provides a solid evidence foundation for policy-making on training opportunities.

Bridging the Disparity: An Optimization Model for Equitable Allocation of Urban and Rural Educational Resources in Western China

The persistent disparity in educational resources between urban and rural areas in western China remains a critical barrier to achieving educational equity. This study addresses the critical issue by developing an innovative optimization model. The model aims to allocate financial, human, and physical resources effectively to minimize the educational quality gap between these regions. Using information from the China Education Panel Survey (CEPS) and concentrating on Xinjiang as a representative instance, our design integrates budget constraints, minimum resource requirements, and a unique regional prioritization factor. The goal of the objective function is to reduce the squared disparity in educational quality between city and rural regions. It thinks about variables such as Teacher-Student Ratio (TSR), Per Capita Investment (PCI), and Teaching Equipment Perfection (TEP). Our searchings for show that strategic resource distribution can considerably lessen educational inequalities in between metropolitan and country setups, especially by focusing on underdeveloped rural regions. Sensitivity analysis shows that customizing the local prioritization specification makes it possible for versatile policy strategies, ranging from equitable distribution to plainly sustaining rural regions. This study presents a pragmatic structure for boosting resource allotment in education. It supplies vital understandings for policymakers aiming to promote an extra equitable educational environment in Western China.

The Rural and Urban China Education Disparities

Abstract: In the last decades, education in China has significantly developed and the majority of Chinese young generations are literate. While the exponential growth in urban adult literacy is a testament to the success of the compulsory education system, it is crucial to acknowledge that rural education has been left behind and marginalized in China. This research delves into the urgent issue of rural education inequality in China. The paper thoroughly investigates the current education problems in rural regions and proposes a solution by adjusting faculty distribution and implementing a national central platform for artificial intelligence classrooms (AIC). These measures aim to address the pressing concern, optimize funding usage, and mitigate inequality in education resources to prevent the urban-rural gap from widening. It is important to note that while implementing these proposals is yet to be completed, this paper provides a theoretical examination of the existing issues. Based on the findings, the study proposes a theoretical AIC model for making a social change of education.

Truth-telling about (Teacher) education as settler-colonial project: ‘The past is always with us’

ABSTRACT One of the Editors’ 2022 Challenges to the Field was: What is the story this government wants us to tell our children? What is education for? Continuing this conversation leads to a related question: What can be learnt from reviewing the history of schooling in Australia in this light? I argue here that the nation’s founding discourse of White Australia produced a purposeful project of schooling and teacher education designed to ‘keep rural Australia white’. This also led to the disassociation of rural education and Aboriginal education that remains problematic for rural schools today. As a form of truth-telling from a non-Indigenous perspective, I offer a basis for reflection on the extent to which 21st Century educational practices continue to (re)produce this discourse. Understanding the past – about how the newly federated Australian states century set out to educate their future citizens – is crucial for teacher education aiming for social and environmental justice and change. An anti-colonialist reading of this history of colonial settler schooling might help us understand why the discourse of White Australia (and the systematic regimes of ‘truth’ about our country, its original inhabitants, and its waves of new settler-citizens) has remained so powerful over time.

Study on the Difference between Urban and Rural Education in Yuyao

As an essential foundation of social equity, educational equity has increasingly become a concern for the people. To make education more accessible to the people based on the current state of educational development in China, it is necessary to address the difference between urban-rural educational disparities. Yuyao located in the southeastern coastal region of China, exhibits disparities in education between urban and rural areas, manifested as imbalances in the educational process influenced by non-fundamental educational resources. This paper conducts a study on an urban school and a rural school in Yuyao through interview surveys, analyzing the differences in hardware conditions and soft power between the two schools, and proposing suggestions for the future development of rural schools based on actual conditions.

Adapting to Remote Teaching: Experiences and Technological Adjustments of Rural Physical Science Teachers During the COVID-19 Pandemic

The COVID-19 pandemic necessitated an abrupt shift to remote teaching, presenting unique challenges for rural Physical Science teachers due to their limited access to technological resources. This qualitative study employed a phenomenological approach to explore the lived experiences of six Physical Science teachers from rural South Africa during this transition. Data were gathered through semi-structured interviews, classroom observations, and document analysis. The findings reveal significant disruptions in teaching and learning processes, with a pronounced negative impact on student engagement and learning outcomes. The study highlights teachers’ adaptative measures, including using WhatsApp and other digital platforms to mitigate educational interruptions. Despite their efforts, the lack of infrastructure and digital tools severely restricted effective teaching. This research highlights the necessity of enhanced technological support and resources for rural educators to ensure resilient and adaptable educational practices in the face of future disruptions. The experiences detailed herein reflect broader implications for policy and practice, advocating for a strategic focus on closing the digital divide and supporting rural educators comprehensively.

Digital Literacy: A Strategy for Leveraging Skills Development

The main intention of this scientific article was to review the technical skills and social skills achieved with digital literacy in students of the San Isidro Rural Educational Institution in Santa Rosa de Osos, Antioquia, Colombia. It was sheltered under the theoretical postulates of Area, Gutiérrez and Vidal (2012), Cornachione (2006), Fonseca (2011), among other experts in the area that is developed; The study on digital literacy is framed in positivist thinking, since the variable was measured to compute derivations, then it was verified by descriptive statistics in which sequelae were compared with the assumptions and then, to outline the offer that aims to convert what is shown in the present article. The population of this study was eighty-two (82) individuals, including pedagogues and schoolchildren from the San Isidro Rural Educational Institution in Santa Rosa de Osos, Antioquia, Colombia. Specifically, the essence of the dissertation is that, once the corresponding digital literacy has been carried out in the students by the educational students, the progress of teaching skills is achieved through the diligence of actions using the Chamilo virtual medium, cognitive learning issues will be optimized, as well as educational progress in the educational entity.

Prospects and Challenges to ICT Adoption in Teaching and Learning at Rural South African Universities: A Systematic Review

This study aimed to systematically review the prospects and challenges associated with adopting Information and Communication Technology (ICT) in teaching and learning at rural universities in South Africa. To achieve this aim, a systematic review methodology was employed. The systematic review findings revealed a multifaceted landscape wherein opportunities for enhancing education through ICT exist alongside significant challenges. Prospects include the potential for technology to bridge educational gaps, increase accessibility, and provide innovative learning experiences. However, challenges such as inadequate infrastructure, limited connectivity, and varying levels of digital literacy pose significant impediments. The study emphasizes the need for targeted interventions to address these challenges, including infrastructure development, capacity building, and localized content creation. Additionally, recommendations for flexible learning models and collaborative partnerships are outlined to facilitate effective ICT adoption in the unique context of rural South African universities. Continuous research and evaluation are advocated to inform future strategies and ensure sustainable improvements in rural education through ICT integration.

Implication of makerspace layout design in rural primary schools of Lianyungang, Jiangsu Province, China

ABSTRACT Makerspaces originated from students’ interests and utilised digital tools through project-based learning, advocating creation, encouraging sharing, and cultivating students’ interdisciplinary problem-solving, teamwork, and innovation skills. Makerspaces aligned with China's educational reforms to support different teaching and learning (TnL) activities. This study examines the impact of different spatial layouts, furniture, and technology arrangements in makerspaces on TnL activities in rural primary schools in Lianyungang, Jiangsu Province, China. By analysing four TnL activities, which are Presentations, Discussions, Individual Learning, and Team-Teaching, this research seeks to improve educational performances in remote areas. Using quantitative data and AnyLogic agent-based simulations, this study assesses the effectiveness of different makerspace models in three case study schools in rural area Lianyungang. The findings reveal that the effectiveness of makerspace models varies significantly in improving student engagement and performance, particularly in Presentation and Team-Teaching activities. Results suggest that different makerspace models can vary significantly in their effectiveness in improving student engagement and performance, especially in Presentation and Team-Teaching activities. The study offers insights on how to structure these spaces for twenty-first-century learning and highlights adaptable makerspaces that meet the evolving needs of both students and teachers. This research findings are crucial for optimising the makerspaces design and adjusting educational practices in the context of Chinese educational reform. The results also have far-reaching implications in informing educational management and policymaking, providing practical solutions for designing makerspaces that address the needs of teachers and students in rural areas. This research provides valuable recommendations for improving rural education by implementing makerspace.

Multilingual Educators in Superdiverse Rural Schools: Placing Administrators and Teachers’ Cultural and Linguistic Wealth at the Center of Rural Education

Multilingual Educators in Superdiverse Rural Schools: Placing Administrators and Teachers’ Cultural and Linguistic Wealth at the Center of Rural Education

The Impact of Urban and Rural Education Gap on Student Achievement Differences

With our country’s social development, the gap between urban and rural education has become increasingly obvious, especially the difference in student achievement. This study aims to explore the impact of the urban-rural education gap on student achievement. The study adopts a quantitative analysis method to collect and analyze the academic performance, learning resources, and social resources of urban and rural students. The results show that the unbalanced distribution of educational resources in urban and rural areas is the key factor leading to the gap in students’ achievement. For example, urban education resources are abundant while rural education resources are relatively scarce. At the same time, the difference in social environment and family economic status also have a significant impact on student achievement. The differences between urban and rural areas, particularly in terms of family economic conditions and their ability to invest in education, further widen the gap between urban and rural education. The results of this study can provide a reference for reducing the gap between urban and rural education and improving the academic performance of rural students. A fair education policy is essential to narrow the gap between urban and rural education resources distribution, so as to improve the equality of education in society.

The Impact of New Media Technology Applications on Educational Equity in Rural Areas

Educational disparities between rural and urban areas have long been a significant concern, driven by factors such as limited access to educational resources, insufficient infrastructure, and a lack of qualified teachers in rural regions. In response to these challenges, new media technologies (NMT)—ranging from digital learning platforms to artificial intelligence(AI)-driven educational environments—have emerged as promising tools to bridge the educational gap. This research explores the impact of these NMT applications on educational equity in rural areas, emphasizing both the opportunities they create and the challenges they introduce. These technologies have the potential to revolutionize traditional educational methods by providing innovative approaches to knowledge transfer and expanding access to a broader range of educational resources. However, the digital divide—a disparity in access to technology and digital literacy—remains a significant obstacle. Students in rural areas often face challenges such as limited digital literacy, insufficient access to technological equipment, and unreliable Internet connections, all of which exacerbate educational inequalities. This research advocates for targeted investments in Internet infrastructure and comprehensive digital training programs to mitigate these challenges and promote educational equity. By delving into the complexities of integrating NMT into rural education, this study aims to offer valuable insights for policymakers and educators in their efforts to develop inclusive strategies that ensure equitable access to quality education for all students, regardless of their geographic location. The ultimate objective is to create an education system that empowers students in rural and disadvantaged communities to reach their full academic potential.