Strategies for the sustainable development of education for left-behind children in Shaanxi Province

Gan Lin, Phisanu Bangkheow, Phatchareephorn Bangkheow and Narongwat Mingmit

African Educational Research Journal
Published: March 23 2026
Volume 14, Issue 1
Pages 250-260
DOI: https://doi.org/10.5281/zenodo.19184621

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.

Keywords: Strategies, sustainable development, education for left-behind children, Shaanxi Province.

Full Text PDF

This article is published under the terms of the Creative Commons Attribution License 4.0