Challenges in Rural Teaching: Insights from Teachers’ experiences in Kurdistan province and Global Researches

Document Type : Qualitative Research Paper

Authors

1 Teacher

2 Dep. Of Education

10.22034/jsa.2025.142954.2561

Abstract

Rural education plays a vital role in community development but faces challenges such as a lack of facilities and resources, as well as lack of qualified staff and training policies. This study explores the challenges and potential solutions facing rural schools, with a focus on Iran and a comparison with international experiences.

Due to limited data on Iranian rural schools, we used a Multi- qualitative research approach. First, to collect relevant global research insights we reviewed articles on the challenges of rural schools around the world. Second, Due to the lack of sufficient published data on the challenges of rural schools in Iran, a qualitative research design was developed. Data gathered from foreign articles were used to formulate semi-structured interview questions for teachers in Kurdistan province rural schools. Interviews were conducted with 14 experienced teachers, including seven men and seven women. The sampling criteria was purposeful and theoretical saturation was used for sample size. The challenges faced by rural schools and the solutions proposed by teachers were identified through the interviews and coding.

The results highlight the difficulties faced by these schools, including inadequate resources and facilities, but also reveal benefits such as smaller classes and stronger teacher-student bonds. The study finds that while global research emphasizes the need for tailored, systemic approaches to address these challenges, local, flexible strategies can also be effective in improving rural education in Iran. By combining global insights with local knowledge, it's possible to revitalize rural schools and enhance student learning outcomes.

Keywords

Main Subjects

References

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History

  • Receive Date: 21 January 2025
  • Revise Date: 21 March 2025
  • Accept Date: 03 September 2025

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