Open    Access



Current Challenges and Strategies for Improving Rural Teachers’ Curriculum Development Capabilities: Based on Empirical Research Across Multiple Locations



Author(s)

SHI Guiju

Full-Text PDF XML     122 Views

DOI:10.17265/2161-623X/2026.10.006

Guizhou Normal University, Guiyang, China

The curriculum development capabilities of rural teachers serve not only as a core measure of their professional competence but also as a key catalyst for curriculum reform. Based on large-scale empirical research, this study identifies several core challenges in developing rural teachers’ curriculum development capabilities, including a narrow understanding of curriculum value, inadequate integration of curriculum resources, rigid curriculum evaluation methods, subjective decision-making regarding curriculum, and inflexible forms of curriculum organization. To enhance rural teachers’ curriculum development capabilities, it is essential to foster a culture of lifelong learning among them, enabling them to engage in curriculum development proactively; emphasize locally grounded research to develop curricula rooted in the local context; strengthen the decision-making awareness of the rural teaching community and establish democratic decision-making mechanisms; improve incentive and reward systems for rural teachers to stimulate their intrinsic motivation; and expand training opportunities for rural teachers to update their curriculum-related knowledge and skills.

rural teachers, curriculum development, curriculum development competencies

SHI Guiju. (2026). Current Challenges and Strategies for Improving Rural Teachers’ Curriculum Development Capabilities: Based on Empirical Research Across Multiple Locations. US-China Education Review A, October 2026, Vol. 16, No. 10, 721-725.