Assessing the Quality and Efficiency of Education in Rural Schools through the Models of Integration and the Cooperation of Educational Institutions: A Case Study of Russia and Indonesia

Abstract

Education is an important part of life that helps people improve their socio-economic conditions. However, unequal resource allocation affects education efficiency and quality in urban and rural areas. In this regard, this research aimed to study the implementation of integration and cooperation models amongst educational institutions to improve the quality and efficiency of education in the rural areas of Russia and Indonesia. The study has used primary data collection based on a questionnaire to accomplish its goals. Different factors such as the working environment, vocational education, financial incentives, integrated curriculum, and webbed network system are examined. The results show that an integrated curriculum and webbed network system are the most critical factors for enhancing education quality and efficiency in the educational institutes of rural Russia and Indonesia.

1. Introduction

Among the many factors necessary for developing any society and country, education is one of the most important. This is why most countries spend a large segment of their budgets on improving their education systems. It is also necessary to adopt a method that can enhance the quality and efficiency of student performance [1]. However, it has been observed that opportunities and advantages are not equally available to everyone [2]. For example, worldwide, gaps exist between the educational systems of rural and urban areas. Not everyone receives equal benefits in the same country due to geographical differences. It has been observed that students with an urban background generally perform better academically than those from a rural background [2]. This occurs due to a lack of resources, difficulties accessing cultural goods, and job-related problems.

The main focus of this research is to improve the overall quality and efficiency of the educational institutes of Russia and Indonesia. The main aim behind selecting these two countries was to identify the problems in Russia and Indonesia. Russia is a developed country, but there is a lack of integration between the remote schools and urban areas, which deprived the former of resources. On the other hand, Indonesia is a developing country, but rural schools in Indonesia have been facing challenges from the beginning. So, it is necessary to fix these problems using advanced approaches and strategies. This is why these two countries were selected. Based on the identification of problems in the two countries, this research will suggest appropriate strategies for improving the education system in both these countries. The research framework focuses on the rural areas, as most of the rural areas of Russia and Indonesia have been facing education-related problems. Therefore, it is very important to determine the components that assist in improving education quality. The primary data will consist of a survey and questionnaire. This way, responses are collected based on the small population size. After the data collection process, there is a comprehensive section on statistical data analysis, which is likely to assist in achieving the results. In this regard, this research aimed to study the implementation of integration and cooperation models amongst educational institutions to improve the quality and efficiency of education in the rural areas of Russia and Indonesia.

The fundamental difference between urban and rural education systems is not just the availability of resources. Many other determinants affect the performance of an educational system, such as the teachers’ working conditions, financial incentives, vocational learning, curriculum, and the availability of a webbed network, local or the Internet [1]. The quality of education and the students’ efficiency can be improved by providing a good learning environment and teachers or teaching experience. However, teachers sometimes do not want to continue teaching in rural areas due to a lack of government support and incentives, like in Namibia [3]. A study by Febriana et al. [4] revealed that the number of rural teachers in Indonesia had declined in the previous year due to a lack of financial and governmental support. A similar study highlighted that in China, the average annual rate of teachers leaving the profession in rural areas is around 3%. This is happening worldwide, making the recruitment of rural teachers an urgent issue, especially in developing countries and areas of deep poverty [4]. Because of the limitations and restrictions on quality education, efficiency in rural areas is comparatively poor.

The situation in schools, especially in rural areas, is poor. In rural areas, the populace is widespread. As a result, it is difficult for the government to provide the best experiences to rural communities [1]. According to a report by Gardiner [2], students’ performance is inadequate due to the poor physical conditions and infrastructure of schools. Despite globalization and technical advancements, many schools worldwide do not have basic facilities, such as electricity, clean water, laboratories, and libraries. Therefore, it is unreasonable to expect high productivity from learners with the limited resources and capacities available in rural areas.

Teachers’ performance, presence, and integration play a vital role in improving students’ educational performance. In Indonesia, the presence and integration of teachers into schools is a major issue. The Indonesian government spends almost half its education budget on teachers’ salaries [1]. At the same time, due to the limited awareness of parents and students, students are unable to receive the proper benefits. In response, a program was initiated in Indonesia under the name of KIAT Guru that helps improve teachers’ performance by providing them allowances and enlisting the help of empowering communities. This program assisted in the improvement of quality education in rural areas.

Consequently, the efficiency of the students improved. Many new policies were included in this program, according to which teachers would be paid based on their performance, not on attendance. This way, some improvement was seen as inefficiency reduced [5].There is also a mismatch in the curricula in different areas of Indonesia and Russia, which leads to educational inequalities in society. The government is working hard to eliminate this difference, but it is difficult. Rural areas have a comparatively old curriculum and do not want to participate in research-based projects [6]. At the same time, urban students performed well because they were taught an updated curriculum and participated in or relied more on research-and activity-based learning. A weak education system can reduce a country’s citizens’ chances of professional opportunities, as in Indonesia. Human resources in rural areas of Indonesia are still weak because education is not high on the priorities of the Indonesian government. New graduates from rural areas generally have fewer skills and less knowledge compared to graduates from urban areas due to the inefficiency and poor quality of their education.

The Russian Federation has focused on different education levels to improve its education system. There are three main levels of compulsory education in the Russian Federation:

• Primary—first 3 or 4 grades
• Basic—first 3 or 4 years of schooling
• Secondary—grades 10 or 11

To attain an education in Russia, a student must follow these primary, basic, and secondary levels. There are almost 11grades in compulsory education. A child’s education starts at the age of six. The primary level, which lasts for the first three or four grades, is the fundamental level of education. After that, parents send their children to public education institutes in Russia, such as schools and lyceums, from six to eight years old. After this, a student’s basic education level starts, lasting for three to four grades. To advance beyond the program of basic general education, ninth-grade students pass state final certifications and exams such as the GIA and OGE. When students pass the final certification, they receive the certification of basic general education. Subsequently, the attainment of secondary general education becomes easier. However, some students who do not receive satisfactory results retake the exam. After passing the grade 9 or basic level of education, students are admitted to secondary general education. This level of education consists of grades 10 and 11. Students in this level must also pass the United States exam and final state certification to complete the secondary general education program. These are the three compulsory programs for every student. After passing the final certification, the student can receive secondary vocational or higher education in Russia [7]. The main objective of secondary vocational education is to provide training to employees and skilled workers. On the other side, higher education consists of three levels: bachelor’s and master’s programs and the training of highly qualified staff.

Rural schools in Russia constitute around sixty-eight percent (68%) of all primary and secondary schools [8]. This demonstrates the importance of rural education. On the other side, the government is trying to provide essential resources to its citizens. Rural education has played an important role in providing a better life and improving living standards and overall quality of life. Similarly, it has significantly helped agricultural production progress [9]. Russia has a quality education system as compared to many other countries, which is why people from all over the world want to come to Russia for education. Secondly, most students are associated with rural educational institutes. Therefore, it is difficult to improve the system consistently, though Russia is trying to improve the education system. There are twenty-three federal boards, with thousands of students enrolled in the existing system where different institutions offer different courses, multidisciplinary programs, and activity-based learning [10]. Different federal universities, colleges, academies, and several other institutes are all directed towards strong performance and monitoring educational services. Furthermore, Russian educational institutes are popular worldwide due to their higher ranking in research-based activities [10]. Rural education contributes significantly to all these achievements and the higher ranking of these institutes.

Education is one of the most important components of human life as most countries in the world are trying to adopt new policies and models to improve educational standards. There are many issues in the rural education systems of Russia and Indonesia as the resource distribution is not based on equality. Therefore, it is necessary to improve educational standards in rural areas. This can only be achieved by implementing new models and creating a high-quality educational environment. The implementation of the integration and cooperation model can influence the quality and efficiency of education in rural Russia and Indonesia. Different factors can lead to the improvement of educational systems, such as advanced training for the teachers, financial incentives, a webbed network system, integrated curriculum, and working environment. The integrated curriculum’s influence is increasing worldwide as it allows the students to enhance their knowledge and learning without subject boundaries. The problem-based model is one of the widely accepted approaches in integrated curriculum. It facilitates the desired learning, which contributes to improving the quality and efficiency of education systems, especially in developed regions. This model will assist in determining the most significant and critical factors that can contribute to enhancing the quality and efficiency of educational institutes in rural Russia and Indonesia. This is why this research not only assists the common public but can be beneficial for the concerned authorities responsible for improving the educational systems in Russia and Indonesia. The Russian rural school has a standardized educational curriculum, which gives a clear milestone and understanding of the goal of students.

Similarly, education in rural areas is affordable, and the government assists its citizens in attaining a good education. International students’ influence has increased in Russia’s rural institutes since 2013 [8]. Most students prefer to study in rural educational institutes due to the affordability and cultural experience [11]. Recently, the COVID-19 pandemic negatively affected the education system and created different challenges for both countries. Consequently, quality and efficiency in rural schools were affected. The key objective of this research is to improve the quality and efficiency of the educational institutes by implementing models of integration and the cooperation. Improving the efficiency and quality of rural education assists the countries in long-term development and creating a better society.

Based on this discussion, the scientific hypotheses developed for this study are as follows:

H1: 

There is a positive and significant impact of the teachers’ working conditions on improving the quality and efficiency of the rural education systems in Russia and Indonesia.

H2: 

There is a significant positive impact of the teachers’ financial incentives on improving the quality and efficiency of the rural education system in Russia and Indonesia.

H3: 

There is a positive and significant impact of the provision of vocational education to the learners on improving the quality and efficiency of the rural education systems in Russia and Indonesia.

H4: 

There is an integrated curriculum’s positive and significant impact on improving the quality and efficiency of the rural education systems in Russia and Indonesia.

H5: 

There is a webbed network’s positive and significant impact on improving the quality and efficiency of the rural education systems in Russia and Indonesia.

2. Literature Review

2.1. Education in Rural Schools in Russia

The rural education system of Russia plays an important role in the development of the overall education system and the creation of a better society. Research by Gur’Ianova [12] demonstrated that the advancement in educational services in Russia is characterized by competition between the participants and optimization of the educational institutes. Some of the schools in Russia are also inclined toward environmental education. A study by Shutaleva reveals that the main aim of environmental education is to improve the environmental outlook among the students through scientific knowledge and to enhance the environmental culture [13]. However, there are many problems regarding the implementation of this learning. Most young people know more about environmental practices, but few implement them. These trends have been seen in Russia’s rural and urban areas [14]. Recently, President V.V Putin launched a national program under the title of “Zemsky Teachers”. The main objective of this program is to assist in employment in rural schools. This model proved beneficial for developing the education systems in rural areas by encouraging qualified teachers to move to rural areas with financial support. A study by Yeretnova and Sartakova [15] revealed that distinct patterns of the development of rural schools in Russia were recognized and proven. The main focus of the content is to ensure the formation of the personal and social success of the graduates. Different new and advanced features of the rural schools assist in building a comprehensive research program in rural schools. Russia is a developed country, and most students depend upon the rural education system as most of the population lives in rural areas. This is why the public and private sectors have contributed significantly to the development of Russia’s rural education. Sixty-eight percent of schools (both primary and secondary) are situated in the rural areas of Russia.

Nowadays, technological integration is crucial for the achievement of educational efficiency and improvement, especially in schools. It can be obtained with the provision of digital and advanced resources. Due to the lack of digital resources, many schools in the rural areas of Russia and Indonesia cannot compete with urban schools. A study indicated a considerable difference in the technological integration of Indonesia’s rural and urban schools. Similarly, the results illustrate that no differences exist in terms of gender and race for rural or urban areas. [16]. Research indicated a general understanding of environmental sensitivity and literacy [17]. The lack of awareness about the environment has severe impacts on the health of rural communities. The study’s results also suggested that people who live in urban areas, such as metropolitan cities, usually have comparatively better knowledge about health-related problems than those who live in coastal communities or rural areas [17]. Similarly, children with an urban background in Russia seem to be heavier and taller than those in rural areas. Results of a study demonstrate that the height and weight of girls accelerated at the age of ten to twelve years, and it seemed to be slower after the age of fourteen. On the other side, the height and weight of boys increased gradually with age. There was a slight acceleration at the age of twelve to thirteen years. This shows that physical and psychological development happens at different ages in boy and girls According to the results, boys and girls had similar age-related weight and height changes, but their respective dynamics differed. Girls’ height and weight values accelerated at ten to twelve years and plateaued after fourteen. In contrast, boys’ height and weight steadily increased with age, showing slight acceleration at twelve to thirteen years, and reached a plateau by the age of seventeen.

Digital inequality is also developing in rural and urban areas. This is why most schools have different digital infrastructures. In order to achieve an effective and efficient educational system, it is important to eliminate the concerns of rural areas regarding digital technologies. The equilibrium technological condition can only be achieved with the proper implementation of the cooperation model. A study analyzed the digital inequalities in different schools in Russia based on their regions. The research reveals that there is a division in different schools in Russia in terms of communication, the Internet, and information technologies. Therefore, it is difficult for the students to avail themselves of opportunities and increase their productivity. On the other side, due to the lack of basic infrastructure, students from rural backgrounds are relatively lacking in skills. However, a division exists in terms of digital skills in urban and rural areas of Russia. So, to attain efficient results, teachers’ integration and cooperation can lead to a decrease in the overall division between the rural and urban schooling systems [18].

On the other hand, research by Amini and Nivorozhkin [19] revealed a lack of integration and cooperation in rural areas of Russia. Consequently, students in rural areas do not perform well, which indicates that better resources are strongly linked with higher education quality, as measured by individual test scores. So, increasing school resources may prove beneficial in Russia.

2.2. Education in Rural Schools in Indonesia

As opposed to Russia, Indonesia is a developing country working to improve its education system. There are two different education systems in two different areas of Indonesia: urban and rural. Wicaksono and Friawan [20] and Suryadarma and Jones [21] indicated differences between the performance of urban and rural areas. Underperformance and ineffective results of the students from rural areas are due to the unavailability of resources. A study by Anih indicated that many schools in Indonesia are not providing environmental education in their curriculum, which does not indicate good adherence to the advanced education system [22]. Indonesia is one of the leading countries with significant numbers of higher education institutions [23]. It indicates that the quality of educational services in Indonesia plays an important role in developing the country from the researcher’s point of view [24]. However, there are different barriers and challenges because the education system of Indonesia is unable to achieve appropriate objectives. In rural areas, due to inefficient awareness, the participation rate of the students is very low [25].

Additionally, there are different restrictions and problems that students from rural backgrounds face, such as enrolment issues and the availability of high-quality institutes, which are major problems in developing rural education in Indonesia. Furthermore, the infrastructure of the buildings and environment of the classes in rural areas is not good for learning. On the other hand, urban schools have better infrastructure and learning environments than schools in rural areas. Similarly, the World Bank [5] showed that highly qualified teachers are migrating to urban areas due to the availability of the facilities.

Similarly, the government introduced different incentive programs for improving the presence and performance of the teachers, such as the KIAT Guru program, which helps improve the teachers’ performance by providing them allowances and with the help of empowering communities [5]. Lastly, Suryadarma and Jones [21] suggested that primary and secondary schools in remote areas did not have adequate resources such as laboratory facilities, libraries, sports facilities, learning resources, and many more in Indonesia. Hence, the unavailability of the fundamental components of the education system does not depict the advantages of the whole system.

2.3. Quality and Efficiency of Education in Rural Areas

It is an era of technology, and there are new inventions every day. Countries are focusing on developing policies that can influence the overall economy. For this purpose, they are trying to develop a curriculum equally. During the last decade of the previous century, the formation of the information economy was a widely discussed topic, and the government and different organizations took several initiatives to connect the world community [26]. Hence, differences exist in the extracurricular education activities in different schools in Russia and Indonesia. So, it can only be possible with the support of the educational authorities [27]. This network or information economy helped create social communities and advance the modern education systems. However, many areas in the same countries still do not have equal access to this information economy [15]. The rural education system is a group of different educational institutes located in rural areas with a diverse number of students and different socio-cultural aspects.

Rural schools are considered an important component due to their unique cultural, social, and economic background. Education system reform is difficult without considering these components [28]. However, nowadays, differentiation based on regional backgrounds and public educational institutes is increasing gradually [29]. Presently, the development of educational institutes focuses more on regional approaches. Based on different characteristics, the differences can be analyzed, such as the size of the school, the number of students and enrolments, location of the school in relation to urban areas, primary and secondary school, agricultural, and many more [12]. Several features of different schools in rural areas have been found since the middle of the nineteenth century, and many empirical studies have been conducted [26]. It has been found that inadequate attention is paid to the problems of rural education. Mostly, the work related to the rural school is linked with the didactic system [13]. The works can be divided into different parts, such as the development of the classroom environment and the relevant system of educational procedures. The education system’s overall quality and efficiency in rural areas depend on multivariate factors comprising working conditions, size, and information technology networks.

2.4. Cooperative and Integrated Models of Education to Improve Education in Rural Areas

The linear economic model proves a correlation between economic growth and education spending. Educational expenditure increased effectiveness and efficiency in rural areas [30]. This indicates that cooperation and integration of the government can enhance and improve educational performance in rural areas. Similarly, a conceptual model can assist rural schools in developing the educational process. Applying the conceptual model can help rural school children receive effective and quality education in Russia [15].

Furthermore, Russia does not only require the formation of a modern model of education but also the implementation of a new national program to advance the rural education system [15]. Moreover, there is a different contradiction in the past research on Indonesia and Russia [21]. Therefore, there are different challenges that both countries face in their rural education systems, but for further investigation, more empirical evidence is required. Furthermore, it is not easy to eliminate these challenges in a short period of time. It is a time-consuming process, but its impacts are long lasting. Hence, this study focuses on assessing the variables leading to improvement in the quality and efficiency of the rural educational systems in Russia and Indonesia.

3. Methodology

3.1. Research Approach

The research approach is discussed in terms of a quantitative approach based on the data’s nature and the study’s purpose. The researchers intended to emphasize a single reality through direct interaction with the relevant population. Moreover, the researchers assumed and tested hypotheses through the deductive technique. The deductive technique is focused on hypothesis testing and validation of the existing theories rather than on the generation of new theories, which is the prime reason for selecting this approach for this study. In this regard, the chosen research approach was quantitative. The study aimed to assess the quality and efficiency of education in rural schools through implementing models of integration and the cooperation of educational institutions while emphasizing Russia and Indonesia. The quantitative approach offered greater accuracy and objectivity of the results, which eventually enhanced the generalizability of the study through statistical measurement of the subjective reality [31]. It also allowed for a broader study. The researchers had the chance to focus on Russia and Indonesia comprehensively.

3.2. Research Design

The design of the study represents the overall strategy. In consideration of the aim and objectives of the present study, the researcher followed a descriptive research design. The rationale behind this specific design was the benefit of getting relevant information through which the researcher can systematically identify the distinct characteristics of any situation directly affecting the targeted population [32]. In addition, the project variables were not manipulated in descriptive design, which allowed the researchers to observe and analyze the situation plausibly. Hence, the researchers examined the improvement and efficiency of education in rural schools through implementing models of integration and the cooperation of educational institutions.

3.3. Sampling

Sampling is a process of targeting the relevant population for are search project. It allows the researchers to invite the targeted population to give their genuine perception regarding the highlighted research problem. The researchers employ various sampling techniques, out of which a convenient sampling technique is preferred for the present study. It is the sub-type of the non-probability sampling method, which allows the researchers to target the relevant sample based on the flexibility of their availability. In addition, this specific sampling method was used as it allowed the researchers to obtain quick results.

Moreover, it is relatively time- and cost-effective [33]. By following this sampling method, Russian and Indonesian school teachers were targeted in rural areas. The researchers contacted 50 Russian and 50 Indonesian rural schoolteachers. Specifically, the teachers were contacted online using VKontakte, Odnoklassniki, or Facebook and personalized emails to target a maximum number of teachers. This allowed the researchers to be specific and accurate in measuring subjective reality through appropriate research tools.

3.4. Data Collection

Data collection is an important step where the researchers strive to obtain real and relevant data based on the highlighted aim and research problem. There are two main data collection approaches: primary and secondary data collection. In the present study, the researchers followed the primary data collection technique. This was because it allowed the researchers to directly contact the research population to gather their perspectives on the highlighted study. Moreover, primary data are fairly recent and give first-hand information compared to secondary data, which relies on pre-existing information [34]. In short, through the primary data collection technique, the researchers could generate factual data through the survey method with the help of a structured questionnaire. Surveys provided a high level of capability to represent a large population without any subjectivity of the observers.

3.5. Research Tool

As established earlier, the researchers collected data through the primary data collection technique. It is to be noted that the research tool used was a self-generated questionnaire based on a 5-point Likert scale. The tool comprised two items concerning the aspects of the highlighted research problem. Generally, the Likert scale questionnaire tool is used to measure the attitudes of the study respondents by measuring the extent to which they agree or disagree with the given situation. Analyzing such data is quite easy for the researchers as it measures the degree of responses instead of simple yes or no answers [35]. No pilot study was conducted due to time constraints. Therefore, through this research tool, the researchers measured the participants’ responses regarding the integration model’s implementation and the cooperation of educational institutions, and its impact on the quality and efficiency of education in rural areas of Russia and Indonesia.

3.6. Data Analysis

Data analysis is the final step of the research project. The researchers decode and analyze the data to present generalizable findings. Based on the nature of the data, relevant data analysis techniques were followed. Considering the aim and nature of the study and data type, the researchers followed descriptive statistics and correlation techniques to analyze the gathered data. The rationale behind these statistical techniques was an objective measurement, as descriptive statistics helped the researchers analyze the sample’s distinct characteristics and demographic information. At the same time, correlation highlighted the significant relationship between different study variables [36]. The researchers carried out the analysis through SPSS software and presented logical findings through a quantitative data set that is generalizable to the entire population of the targeted regions—i.e., Russia and Indonesia.

3.7. Ethical Consideration

Ethics are an integral part of a research project. Researchers are bound to follow ethical standards in research work. Violation of ethical boundaries can also make the researcher vulnerable to legal action. In the present work, the researchers strictly followed ethical standards. First, confidentiality and anonymity were maintained as the respondents were given a consent form to communicate their right to withdrawal and confidentiality.

Furthermore, respondents had been informed that their personal information would not be revealed. Secondly, the study emphasized transparency and honesty as the researchers avoided adding irrelevant, fake, or plagiarized content that could misguide the readers. Lastly, the findings of the study are recent and genuine. Any content extracted from peer-reviewed journal articles was added with proper references to avoid copyright issues. Due acknowledgment was given to the authors through in-text citations and a complete reference list attached at the end of this study.

The flow chart of the data collection and analysis process is shown in Figure 1:

4. Results and Data Findings

This section provides a detailed insight into the data findings obtained from conducting a primary survey. The data were collected from 50 teachers working in rural areas of Russia and 50 teachers working in rural areas of Indonesia. The results are presented below.

4.1. Demographics

The respondents were asked about their gender. The

Table 1. Demographic Characteristic.

Demographic Characteristics
Please Specify Your Gender
	Frequency	Percent	Valid Percent	Cumulative Percent
Female	42	42	42	42
Male	58	58	58	100
Please Specify your Country
Indonesia	50	50	50	50
Russia	50	50	50	100
Please state your years of teaching experience
Less than 1 Year	21	21	21	21
More Than Three Years	62	62	62	83
One to Three Years	17	17	17	100
Please mention your level of education
Bachelors	48	48	48	48
Doctorate	23	23	23	71
Masters	29	29	29	100

specifies that out of 100 participants, 42 were females, while the remaining were males. Next, the respondents were asked about their country. The Figure 1 specifies that 50 respondents belonged to Indonesia while the other half of belonged to Russia.

Additionally, the respondents were asked about their experience in teaching. It was found that 21 of the participants had less than 1 year of experience, 62 had been teaching for more than 3 years, while the remaining 17 had experience ranging from 1–3 years.

Furthermore, the respondents were asked about their level of education. It was found that 48 participants had a bachelor’s degree, 23 had a doctorate, and the remaining 29 had a master’s degree in their field.

4.2. Descriptive Statistics

The questionnaire was divided into five sections to assess the quality and efficiency of education in rural schools by implementing models and cooperation within the educational institutions in Russia and Indonesia. The analyzed variables comprised the working environment, financial incentives, vocational education, integrated curriculum, and webbed network system, each of which is discussed below.

4.3. Working Environment

Table 2. Descriptive Statistics.

Descriptive Statistics
	N	Range	Minimum	Maximum	Mean	Std. Deviation
Proper accommodation facilities for the skilled teachers are important to retain them in rural areas	100	4	1	5	3.37	1.195
Libraries equipped with contemporary educational publications and resources can improve the quality and efficiency of the education in the rural schools	100	4	1	5	3.43	0.987
A centralized resource center equipped with technologically advanced tools and resources can motivate the young learners to access and improve their knowledge and retain them for professional development	100	4	1	5	4.03	1.000
Hostel facilities for learners in deserted rural areas can help in leaner’s grooming	100	4	1	5	3.93	0.924
Sports and recreational facilities can attract and retain young graduates to promote more holistic development of learners with the provision of the extracurricular program	100	4	1	5	3.45	1.058
Valid N (listwise)	100

provides the descriptive statistics related to the working environment and its impact on improving the quality and efficiency of education in rural education in Russia and Indonesia. All the questions had a mean greater than 3, which indicates a high level of agreement with the statement. Additionally, there is very limited dispersion within the participants’ responses as the mean standard deviation value is equivalent to or closer to 1 for all statements. The highest mean value was for the centralized research center (4.03), intended to enhance both the quality and efficiency of the rural education system in Russia and Indonesia, as depicted by the research participants. Additionally, the lowest mean value was for accommodation facilities for skilled teachers (3.37).

4.4. Financial Incentives

The next set of questions focuses on the financial incentives and their impact on improving the quality and efficiency of rural education in Russia and Indonesia. All the variables had a positive and high agreement as the average mean value was higher than before. The mean and standard deviation also depicted a closeness towards 1, signifying little dispersion among the responses. The categorization of the schools concerning fair teacher incentives was most significant in enhancing the quality of education. It could help retain skilled teachers, which lies at the center of improving the overall learning process for the students. On the other hand, tax exemption for teachers in rural areas had the lowest mean value of 3.66 (

Table 3. Descriptive Statistics.

Descriptive Statistics
	N	Range	Minimum	Maximum	Mean	Std. Deviation
An adequate financial incentive for teachers serves as a motivating factor for the teachers in the rural areas	100	4	1	5	4.17	0.922
Categorization of the schools concerning fair teacher incentives can help in retaining skilled teachers	100	4	1	5	4.24	0.878
Application of additional financial incentives for the notable performance of the teachers to keep them motivated and retained in rural areas for a longer time	100	3	2	5	4.11	0.909
Tax exemption for the teachers in rural areas can lead to motivating and retaining them in rural areas	100	4	1	5	3.66	1.017
Valid N (listwise)	100

).

4.5. Vocational Education

The next variable was the role of vocational education and its impact on improving the quality and efficiency of education in rural education in Russia and Indonesia. It was found that all three statements had a high degree of agreement as the average mean value was high. However, there was high dispersion among the responses as the average standard deviation value was not close to 1. It was found that the introduction of vocational education from the early grades in rural schools could lead to significant improvements in the quality and efficiency of the rural education system in Russia and Indonesia, as it had the highest mean value of 4.17 (

Table 4. Descriptive Statistics.

Descriptive Statistics
	N	Range	Minimum	Maximum	Mean	Std. Deviation
Vocational education can help in improving the practical knowledge of the learners	100	4	1	5	4.10	0.859
The introduction of vocational education from schooling grades leads to ensuring an independent adult life	100	3	2	5	4.17	0.779
Vocational education prepares the learners for professional careers	100	4	1	5	4.11	0.777
Valid N (listwise)	100

).

4.6. Integrated Curriculum

Additionally, the next section focused on the integrated curriculum and education and its impact on improving the quality and efficiency of education in rural Russia and Indonesia. It was found that all four statements had varying degrees of agreement as the average mean value lay between 3. Additionally, there was low dispersion among the responses as the average standard deviation value was close to 1. The highest mean value was for the first statement (4.32), which signified the potential of an integrated curriculum to improve the efficiency of the education system in rural areas of Indonesia and Russia. On the other hand, the lowest mean value (2.96) was for the statement that the integrated curriculum’s usage could improve the students’ performance in rural schools (

Table 5. Descriptive Statistics.

Descriptive Statistics
	N	Range	Minimum	Maximum	Mean	Std. Deviation
An integrated curriculum can enhance the efficiency of education in rural schools.	100	4	1	5	4.32	0.737
An integrated curriculum leads to enhanced school communication, leading to better quality.	100	4	1	5	3.96	0.887
Implementing an integrated curriculum ensures that the educational needs of rural schools are met through better policymaking.	100	4	1	5	3.49	1.124
Using an integrated curriculum enhances the students’ performance in rural schools.	100	4	1	5	2.96	1.180
Valid N (listwise)	100

).

4.7. Webbed Network

Lastly, the survey focused on the webbed network and its impact on improving the quality and efficiency of education in rural Russia and Indonesia. It was found that all four statements had a high degree of agreement as the average mean value was high. On the other hand, there was high dispersion among the responses as the average standard deviation value was not close to 1. It was found that the use of the webbed network system helped schools to work in unison and optimize their performance as it had the highest mean value of 4.48. Conversely, the statement signifying that the webbed network system improved the collaboration amongst the schools in rural areas, leading to an overall improvement in educational efficiency, had the lowest mean value of 3.19 (

Table 6. Descriptive Statistics.

Descriptive Statistics
	N	Range	Minimum	Maximum	Mean	Std. Deviation
A Webbed network system allows schools to communicate their needs better to the policymakers and government.	100	2	3	5	4.39	0.634
Webbed network system enhances collaboration amongst the schools in rural areas, improving educational efficiency.	100	4	1	5	3.19	1.220
Using a webbed network system is beneficial for schools to work as a unit and optimize their performance.	100	2	3	5	4.48	0.541
A webbed network system of rural schools enhances the quality of education through a better understanding of the students’ needs.	100	4	1	5	4.22	0.824
Implementing a webbed network system enhances the sharing of educational resources and collaborative learning practices among the schools that improve quality and efficiency.	100	4	1	5	4.11	0.898
Valid N (listwise)	100

).

4.8. Correlations

Table 7. Correlations.

Correlations
		WEM	FIM	VEM	ICM	WNSM
WEM	Pearson Correlation	1	0.397 **	0.251 *	0.309 **	0.431 **
	Sig. (2-tailed)		0.000	0.012	0.002	0.000
	N	100	100	100	100	100
FIM	Pearson Correlation	0.397 **	1	0.513 **	0.494 **	0.615 **
	Sig. (2-tailed)	0.000		0.000	0.000	0.000
	N	100	100	100	100	100
VEM	Pearson Correlation	0.251 *	0.513 **	1	0.512 **	0.482 **
	Sig. (2-tailed)	0.012	0.000		0.000	0.000
	N	100	100	100	100	100
ICM	Pearson Correlation	0.309 **	0.494 **	0.512 **	1	0.447 **
	Sig. (2-tailed)	0.002	0.000	0.000		0.000
	N	100	100	100	100	100
WNSM	Pearson Correlation	0.431 **	0.615 **	0.482 **	0.447 **	1
	Sig. (2-tailed)	0.000	0.000	0.000	0.000
	N	100	100	100	100	100

**. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed).

demonstrates the correlation among the research variables. It was found that there is a high positive correlation between vocational education and financial incentives valued at 0.513. The case was similar with the webbed network and financial incentives valued at 0.615. The financial incentive was also positively and strongly correlated with the integrated curriculum and webbed network, valued at 0.513 and 0.615, respectively. All the variables were strongly and positively correlated with one another.

4.9. Reliability

Lastly,

Table 8. Reliability.

Reliability Statistics
Cronbach’s Alpha	N of Items
0.799	5

demonstrates the reliability of the survey. The value of the Cronbach’s Alpha for 5 variables was found to be 0.799. The thumb rule of the Cronbach’s Alpha is set at 0.5, meaning any value higher than 0.5 is reliable, while a value below 0.5 is unreliable. Hence, the data of this study are considered reliable and can be used for analytical purposes.

5. Discussion

This study examined the responses from 100 teachers, 50 from Russia and 50 from Indonesia. Of the total number of teachers, 42 were females and 58 were males. The study’s results found that a good working environment can help improve the efficiency and quality of education in the rural areas of Russia and Indonesia. Providing the teachers and students with good accommodation, access to libraries, and educational technology is highly effective in enhancing the quality and efficiency of education. Moreover, financial incentives are an important part of enhancing the quality and efficiency of education in the rural areas of the two countries. Various rural schools and colleges cannot provide good-quality education as they do not have enough financial capacity.

Additionally, vocational education was another important factor that was found to enhance the educational quality and efficiency of institutes in Russian and Indonesian rural areas. Therefore, this study has provided a deeper insight into key factors that affect the quality and efficiency of the rural education system in Russia and Indonesia. Accordingly, this study is unique compared to previous studies that did not focus on specific factors and countries. Thus, by focusing on key factors of rural education in Russia and Indonesia, this study has provided a detailed discussion on the implementation of models of cooperation and integration in the educational institutes of Russia and Indonesia, which are discussed in the following.

5.1. Implementation of Models of Cooperation and Integration in the Educational Institutes of Russia

Integrated curriculum and the webbed network system were examined as the models of cooperation and integration in Russian rural areas. It was noted that an integrated curriculum significantly affected the educational efficiency and quality of rural educational institutes in Russia. An integrated curriculum in the educational institutes allows for improvement in efficiency and quality through better communication and policymaking. Furthermore, integration between the educational institutes leads to knowledge-sharing regarding curriculum, which enables the identification of the needs of the students and implementation of a curriculum that best suits those needs [18]. Accordingly, integration is highly important as it urges schools to ensure that the curriculum is optimized to produce the highest-quality educational outcomes. Besides this, educational institutes can enhance their efficiency through better integration as many processes, such as planning and implementing courses and advanced practices, become easier [15]. The literature review also supports these findings, and thus, these results can be used to plan and develop policies for remote education in Russia to enhance education quality and efficiency [16,17]. Based on these findings, it is recommended that the educational institutes in rural areas of Russia should have an integrated curriculum to enhance their educational quality and efficiency.

Moreover, the research also examined the webbed network system based on the collaboration of educational institutes in all domains. Through a webbed network, schools and colleges can ensure sharing of knowledge, resources, and technology to optimize their quality. Furthermore, a webbed network system based on technology can improve communication among educational institutes, authorities, and government, positively affecting efficiency and quality. A webbed network of educational institutes also enhances their ability to understand the educational needs of students and adopt an approach to provide the best education. The studies [18,19] noted that a lack of webbed networks in remote areas of Russia harms educational quality and efficiency. Therefore, based on the findings of this study, it is necessary to adopt a webbed network in remote education. Knowledge sharing is a key aspect of a webbed network system, and it can significantly help Russia improve the quality of education in remote areas [15]. Due to the large geographical area of the country, it is difficult for the country to focus on rural educational institutes. Therefore, a webbed network system that connects all the educational stakeholders would be highly beneficial.

5.2. Implementation of Models of Cooperation and Integration in the Educational Institutes of Indonesia

Similarly, the implementation of an integrated curriculum in the rural educational institutes of Indonesia was examined in this study. It was noted that this model positively affected the educational quality and efficiency. An integrated curriculum helps the teachers and institutes share problems concerning curriculum and teaching practices, which helps enhance the quality and efficiency of education. An integrated curriculum also ensures that none of the schools and colleges in the rural areas are left behind in terms of education quality. Therefore, this aspect of cooperation and integration is highly effective for Indonesia, where small schools face the problem of lower educational quality [20]. Furthermore, as per [21], there is a significant lack of resources in remote areas of Indonesia, which causes problems for remote education. Therefore, the implementation of models of cooperation and education based on a network system and better working environment will lead to better sharing of knowledge and resources.

Similarly, Indonesia is not a very large country geographically. Consequently, a webbed network system can be highly effective in integrating all the educational stakeholders. Furthermore, a webbed network system can be highly effective for rural educational institutes to share resources and technology and improve their educational quality and efficiency [24]. Therefore, both models—curriculum integration and webbed network system—are highly effective for improving the educational efficiency and quality of rural educational institutes in Indonesia. Remote areas of Indonesia also face problems related to educational quality and efficiency due to the availability of financial incentives [22,23]. A webbed remote education system in Indonesia will ensure better availability of financial resources. Hence, the findings of this study are concise and effective enough to implement easily in Indonesia.

6. Conclusions

In the end, it can be concluded that the models of integration and communication would be highly effective for improving the educational quality and efficiency in the rural areas of Indonesia and Russia. This research has used primary data collection and statistical analysis to reach its findings. The research used 100 survey responses to complete the study. This study’s limitation was that the sample size was small. In the future, the sample size could be further increased to improve the accuracy and reliability of the results. Besides this, the research was limited to fewer models of communication and integration. Therefore, more models can be studied in the future to enhance the results.

Nonetheless, the research effectively studied the factors of working environment, financial incentives, vocational education, and their role in improving educational quality and efficiency in rural areas. It was noted that improving these aspects in rural areas can significantly enhance the quality and efficiency of education. The role of the working environment, financial incentives, and educational resources were critical to the success of rural education in Russia and Indonesia. It was noted in Russia that there was a lack of integration between the remote schools and schools in urban areas, which deprived the former of resources. Similarly, rural schools in Indonesia face financial challenges due to the minimal availability of capital. Hence, based on the findings of this study, it is recommended that a webbed education system be implemented to connect rural education with urban areas to improve their quality and efficiency.