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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.\u003Cbr>Keywords: Strategies, sustainable development, education for left-behind children, Shaanxi Province. |\n| --- |\n| *Corresponding author. E-mail: ganlin606@gmai[l.com. Tel:](l.com. Tel:) 096-858-8746. |\n\nINTRODUCTION  \nIntroduce the problem  \nIn China, and particularly in Shaanxi Province, the education of left-behind children (LBCs)—defined as those who remain in their home communities while one or both parents migrate for employment—has emerged as a pressing concern (Duan et al. , 2013; Zhou and Duan, 2006) . This phenomenon is driven by a complex interplay of social, economic, and emotional challenges that disproportionately affect LBCs (Gao et al. , 2019; Ye and Pan, 2011) . Often placed under the care of extended family members or other guardians, these children are at heightened risk of educational disruption, psychological stress, and inadequate developmental support (Liang and  \nChen, 2007; Meng and Yamauchi, 2017) . Compounding these issues are disparities in educational resource allocation and diminished community engagement (OECD, 2018; Wang and Guan, 2025) , which together constitute formidable obstacles to both academic achievement and holistic well-being.  \nGiven the distinctive and multifaceted challenges confronting left-behind children (LBCs), bridging the gapsin their educational development is essential not only for securing their immediate academic outcomes but also for facilitating their long-term socioeconomic inclusion. This study aims to examine the current status of educational provision for LBCs in Shaanxi Province and to develop an integrated framework for sustainable educational  \nLin et al. 251  \nadvancement that comprehensively addresses their academic, psychological, and social needs.  \nResearch questions  \n1. What are the current and desired conditions for sustainable development of education for left-behind children of Shaanxi Province?  \n2. What were the sustainable development strategies for the education of left-behind children of Shaanxi?  \n3. What was the level of feasibility and adaptability of strategies for sustainable development of ","cbCaippkZA2xnhvM","https://ap.wps.com/l/cbCaippkZA2xnhvM","pdf",184058,11,"English","# Introduction\n## Research questions\n## Research objectives\n## Research scope\n# Methodology and Study Phases\n## Population and sample group\n## Strategy development (Phase 2)\n## Feasibility and adaptability evaluation (Phase 3)","[{\"question\":\"Which dimensions showed the largest gaps and how were priorities determined?\",\"answer\":\"Significant gaps were identified across four dimensions: individual characteristics, school education support, family-social factors, and government policy and funding support. Priorities were determined using the modified Priority Needs Index (PNI).\"},{\"question\":\"How does the study design evaluate feasibility and adaptability of the proposed strategies?\",\"answer\":\"The research uses three sequential phases: diagnosing current/desired conditions, developing strategies with expert input, and then having a panel of experts evaluate feasibility and adaptability for sustainable education development.\"}]","Strategies for the Sustainable Development of Education for Left-behind Children in Shaanxi Province - Full Length Research Paper | PDF",1792071748,28]