Rural Education in a Changing World: Complexity, Challenges, and Pathways Toward Equity

Dear Colleagues,

Rural education has been recognized internationally as a key factor in balancing human development, social equity and justice, and economic growth, in addition to sustaining community vitality. Despite its importance, rural education systems across the globe continue to confront persistent and multifaceted challenges. The constraints of financial and human resources significantly limit the capacity of rural schools to provide high-quality education. Chronic underfunding weakens core educational dimensions, affecting the infrastructure maintenance, the integration of digital technologies, and the availability of updated instructional resources and student support services. Compounding these structural constraints are acute teacher shortages and high turnover rates, which greatly challenge the stability and quality of rural education systems. Educators in geographically isolated settings often suffer with professional isolation, limited access to ongoing professional development, and insufficient institutional and social support networks.

Students in rural regions often encounter limited access to diverse curricular pathways and extracurricular opportunities, which may narrow their educational and social horizons. Geographic remoteness, coupled with inadequate transportation infrastructure, further impedes their academic development and social engagement. Moreover, the cultural and linguistic diversity characteristic of many rural communities calls for more inclusive and culturally responsive pedagogies—approaches that are not always sufficiently supported by prevailing educational policies and curricula. Such diversity is frequently overlooked or undervalued—not only within local communities and schools but also in teacher preparation and professional development programs—leaving educators underprepared to meet the needs of increasingly diverse rural student populations.

Rural education encompasses a complex interplay of social, economic, geographic, and cultural factors that shape both its challenges and opportunities. Its realities defy simple characterization. The interconnected factors collectively impede the pursuit of equitable educational opportunities for students in rural communities, highlighting the deeply systemic and structural dimensions of rural educational inequities. Moreover, the close-knit nature of rural communities, the availability of local knowledge systems, and the potential for place-based and culturally responsive pedagogies offer ground for opportunities and reimagining how education can be more contextually relevant, equitable, and sustainable.

This Special Issue will bring together diverse perspectives and empirical studies to explore both the enduring challenges and the emerging possibilities within rural education across varied contexts.

The aim of this Special Issue is to explore the multifaceted challenges and opportunities of rural education. Structured around a common set of themes, questions, and problems of inequality in educational provisions, experiences, and outcomes for rural education, the aim is to invite scholars who present diversity in various rural contexts and make contributions that examine policies, practices, and innovations designed to enhance educational equity, quality, and sustainability in rural regions.

The scope includes comparative studies, empirical research, theoretical discussions, and case studies from diverse geographical and cultural settings. Submissions may focus on K–12, higher education, teacher education, vocational training, or community-based learning. The goal is to foster a deeper understanding of rural education dynamics and systems and identify actionable strategies for improvement and collaboration among educators, researchers, and policymakers.

Suggested themes are listed as follows:

• Access, equity, and inclusion in rural education;
• Teacher recruitment, preparation, and retention in rural contexts;
• Technology integration and digital learning in rural schools;
• Place-based and culturally responsive pedagogies;
• Educational leadership and school–community partnerships in rural settings;
• Policy frameworks and governing shaping rural education;
• Comparative studies of rural versus urban educational outcomes;
• Rural higher education and pathways to workforce development;
• Rural and migrant youth education: mobility, identity, and equity;
• Indigenous and minority education in rural areas.

Prof. Dr. Vilma Seeberg
Dr. Yu Li
Guest Editors

Manuscript Submission Information

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Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• rural education
• educational equity
• teacher development
• migrant and ethnic youth education
• culturally responsive pedagogies