| 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. |