Strategies for the Sustainable Development of Education for Left-Behind Children in Shaanxi Province
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| Title: | Strategies for the Sustainable Development of Education for Left-Behind Children in Shaanxi Province |
|---|---|
| Language: | English |
| Authors: | Gan Lin, Phisanu Bangkheow, Phatchareephorn Bangkheow, Narongwat Mingmit |
| Source: | African Educational Research Journal. 2026 14(1):250-260. |
| Availability: | Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Sustainable Development, Migrant Workers, Individual Characteristics, Family Influence, Social Influences, Public Policy, Financial Support, Educational Quality, Educational Needs, Barriers |
| Geographic Terms: | China |
| ISSN: | 2354-2160 |
| Abstract: | This study aimed to investigate the current and desired conditions, develop strategies, and evaluate the feasibility and adaptability of sustainable education development for left-behind children in Shaanxi Province. Using stratified random sampling, 384 participants--including teachers, caregivers, and community workers--completed a validated questionnaire (IOC = 0.80-1.00; Cronbach's α = 0.923), supplemented by in-depth interviews, focus groups, and expert evaluations involving 25 experts. Analysis combined quantitative methods (percentages, means, standard deviations, modified Priority Needs Index [PNI]) with qualitative content analysis. Results revealed significant gaps across four core dimensions: Individual Characteristics, School Education Support, Family-Social Factors, and Government Policy and Funding Support. The highest priorities identified via PNI were Family-Social Factors (PNI = 0.615) and Government Policy and Funding Support (PNI = 0.600). Based on these findings, a strategic framework with a clear vision, mission, and objectives was developed, operationalized through four targeted pathways aligned with each dimension. Expert evaluation confirmed the strategies' strong feasibility (X( ̄) = 4.42) and adaptability (X( ̄) = 4.39), affirming their applicability to promoting sustainable education for left-behind children in Shaanxi Province. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502668 |
| Database: | ERIC |
| Abstract: | This study aimed to investigate the current and desired conditions, develop strategies, and evaluate the feasibility and adaptability of sustainable education development for left-behind children in Shaanxi Province. Using stratified random sampling, 384 participants--including teachers, caregivers, and community workers--completed a validated questionnaire (IOC = 0.80-1.00; Cronbach's α = 0.923), supplemented by in-depth interviews, focus groups, and expert evaluations involving 25 experts. Analysis combined quantitative methods (percentages, means, standard deviations, modified Priority Needs Index [PNI]) with qualitative content analysis. Results revealed significant gaps across four core dimensions: Individual Characteristics, School Education Support, Family-Social Factors, and Government Policy and Funding Support. The highest priorities identified via PNI were Family-Social Factors (PNI = 0.615) and Government Policy and Funding Support (PNI = 0.600). Based on these findings, a strategic framework with a clear vision, mission, and objectives was developed, operationalized through four targeted pathways aligned with each dimension. Expert evaluation confirmed the strategies' strong feasibility (X( ̄) = 4.42) and adaptability (X( ̄) = 4.39), affirming their applicability to promoting sustainable education for left-behind children in Shaanxi Province. |
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| ISSN: | 2354-2160 |
