The Crisis and Renewal of Rural Educators in the Digital Transformation

DOI

10.2991/978-2-38476-462-4_5How to use a DOI?

Keywords

basic education; education transformation; educators

Abstract

County-level education plays a foundational and decisive role in the national strategy to build a strong education system, garnering significant attention at the strategic level. However, against the backdrop of rapid urbanization and digitalization, traditional teaching philosophies have been severely challenged. From a policy perspective, measures such as the “Double Reduction” policy—aimed at promoting equity—have suppressed exam-oriented education while quality-oriented education struggles to take root. Incomplete teacher structures further constrain frontline educators in their teaching roles. From the students’ perspective, issues such as fragmented family structures, intergenerational upbringing, smartphone distractions, and learning difficulties have heightened classroom management challenges for teachers. Parents, on the other hand, often face limitations due to low educational attainment, inadequate disciplinary skills, and an inability to foster home-school collaboration. The interplay of these three factors has made teaching an arduous task—how to resolve the dilemma of teachers being “afraid to discipline and finding it hard to manage” is the core question this paper explores. This study argues that the viable path out of the predicament for county and rural compulsory education lies in prioritizing the development of local schools, grounding reforms in the practical needs of frontline teachers, and establishing an integrated support system that bridges schools, families, and communities. The educational development model explored by a county from the south of China offers insightful practices for educators in economically underdeveloped regions to overcome these challenges.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Xinyue Li
AU  - Luyuan Ding
PY  - 2025
DA  - 2025/09/12
TI  - The Crisis and Renewal of Rural Educators in the Digital Transformation
BT  - Proceedings of the 2025 9th International Seminar on Education, Management and Social Sciences (ISEMSS 2025)
PB  - Atlantis Press
SP  - 33
EP  - 41
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-462-4_5
DO  - 10.2991/978-2-38476-462-4_5
ID  - Li2025
ER  -