The Rural School in Spain in the 21st Century: A Systematic Review following the PRISMA Protocol

Abstract

This article presents a systematic review of scientific literature and book chapters addressing the situation of rural schools in Spain during the 21st century. It focuses on analyzing their current status, the challenges they face, and proposed strategies to improve rural education in the country. The method employed is based on specific inclusion criteria, exhaustive literature search, rigorous selection of relevant studies, and detailed data analysis. After reviewing a total of 863 publications, 20 were selected for an in-depth examination of rural education in Spain, highlighting the main challenges, identified opportunities, and relevant educational policies. Among the conclusions, the crucial role of rural schools as spaces for pedagogical innovation and community dynamization is emphasized. The need to provide specific training for teachers working in rural settings is underscored, as well as the importance of establishing an updated legislative framework that strengthens their identity and resources. Priority is also given to addressing the digital divide and promoting technological integration in rural schools to ensure quality education in these contexts.

Keywords: Rural school, rural education, Spain, PRISMA systematic review, educational policies.