Building a Village Education Community: A Case Study of a Small Agricultural High School in South Korea

Background: This study reveals how the Village Education Community (VEC) model at Poolmoo School contributes to improving the quality of rural education. Methods: A qualitative case study approach was adopted, with fieldwork carried out at the Poolmoo School using semi-structured interviews with the school faculty, students, parents, and local residents. Findings: The findings indicate that the “Five-Wheel mechanism” integrates the school, parents, students, teachers, and the community, mainly manifested in the following aspects: (1) resource sharing such as cultural centers and organic greenhouses on farmland; (2) community and school democratic self-governance via the community and school democratic committees collaboration; (3) the contextualized pedagogy implemented by the design of a practical organic agriculture course; and (4) applying digital technology to facilitate the exchange of educational resources. Conclusion: The study demonstrates that the VEC model enhances students’ practical competencies, promotes collaborative participation among teachers, students, parents, and local residents, and strengthens overall school–community relations. For effective adaptation in China, this model requires embedding traditional cultural elements into regional curricula, establishing school–community committees to decentralize governance, and utilizing digital platforms to promote equitable sharing of educational resources across urban and rural areas. These strategies contribute to the discourse on context-sensitive and sustainable rural education reform.