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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
FullText Text:
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  Data: Strategies for the Sustainable Development of Education for Left-Behind Children in Shaanxi Province
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  Data: <searchLink fieldCode="AR" term="%22Gan+Lin%22">Gan Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Phisanu+Bangkheow%22">Phisanu Bangkheow</searchLink><br /><searchLink fieldCode="AR" term="%22Phatchareephorn+Bangkheow%22">Phatchareephorn Bangkheow</searchLink><br /><searchLink fieldCode="AR" term="%22Narongwat+Mingmit%22">Narongwat Mingmit</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22African+Educational+Research+Journal%22"><i>African Educational Research Journal</i></searchLink>. 2026 14(1):250-260.
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 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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      – Text: English
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        PageCount: 11
        StartPage: 250
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      – SubjectFull: Migrant Workers
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      – SubjectFull: Individual Characteristics
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      – SubjectFull: Family Influence
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      – SubjectFull: Social Influences
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      – SubjectFull: Public Policy
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      – SubjectFull: Financial Support
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      – SubjectFull: Educational Quality
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      – SubjectFull: Educational Needs
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      – SubjectFull: Barriers
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      – SubjectFull: China
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