A Review of Key Factors for Educational Reform in Malaysian Rural Schools

Despite numerous constraints confronting education in rural contexts, it remains sidelined from the reform agenda in many developing countries. School-aged children in rural settings are more disadvantaged in terms of financial conditions, learning environment, and governmental support compared to their urban counterparts. Situated in the Malaysian educational context, this review aims to identify the key drivers for educational reforms in rural localities. A comprehensive overview of the local socio-economic landscape following the Covid-19 pandemic, based on contemporary literature and official documents, shows that its aftermath has worsened pre-existing inequality of educational access and marginalized vulnerable groups. Learning disruption and limited governmental oversight also impeded rural and indigenous students’ academic performance and overall progress. The review also points out major deterrents impacting Malaysian rural education, including teachers' and students’ physical and psychological unwillingness to implement technologically-mediated approaches and the availability of ICT resources in rural schools. The paper concludes with some recommendations for stakeholders, reiterating the need for more flexibility in learning platforms, innovative teaching methods, and further promotion of educational inclusivity.