Rural School Leader’s View of the Local School and Higher Education: A Case of Rural China

The purpose of this research is to examine how the local community views the local school and higher education from the viewpoint of school leaders. Learning ‘using’ technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. Additionally, the study looks at the peculiarities of rural regions that are sparsely inhabited. The data came from a survey of 1270 Chinese school administrators. According to school leaders, local schools and higher education often score best in major cities and lowest in sparsely populated rural towns, revealing considerable disparities across the four categories of international urban regions. The articles also disclose certain information about sparsely populated rural places, such as a different sort of expectation of the local school, but also its worth, and establish a positive relationship between the school and the community. School staff have likewise expressed low expectations for the local school. These findings relate to continuing conversations in Asian nations about school leadership and education. The national governments and nongovernmental agencies who fund educational endeavors in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities.