000151727 001__ 151727
000151727 005__ 20250319155218.0
000151727 0247_ $$2doi$$a10.3389/feduc.2025.1508411
000151727 0248_ $$2sideral$$a143258
000151727 037__ $$aART-2025-143258
000151727 041__ $$adeu
000151727 100__ $$0(orcid)0000-0001-7620-6660$$aDomingo Cebrián, Virginia$$uUniversidad de Zaragoza
000151727 245__ $$aThe Aragonese rural school in intercultural contexts: a basic of social justice and territorial equity in resilient Spain
000151727 260__ $$c2025
000151727 5060_ $$aAccess copy available to the general public$$fUnrestricted
000151727 5203_ $$aThe main characteristics of rural schools include their intercultural context and diversity, making them an inclusive reference. This diversity fosters positive relationships between the school and its environment, enhancing the teaching-learning process. This article presents partial results from a project by the Ministry of Science and Innovation of Spain titled “Rural schools: a basic service for social justice and territorial equity in sparsely populated Spain” (PID2020-115880RB-100). Using stratified random sampling with proportional allocation, 101 rural schools in Aragon participated, represented by 61 teachers who provided data through the “Rural school and territorial dimension” questionnaire. The questionnaire gathered information on various educational projects implemented in collaboration with other institutions to promote territorial development and address the challenges and needs of rural areas. The results showed that 90.1% of the projects focus on developing collective identity and a sense of belonging, providing services to the community, fixing and/or rooting the population, and responding to shared needs. These findings highlight the role of rural schools in cultural integration, inclusion, and specific support to ensure that all students and their families feel valued and an integral part of the community.
000151727 536__ $$9info:eu-repo/grantAgreement/ES/MCINN/PID2020-115880RB-I00
000151727 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000151727 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000151727 700__ $$0(orcid)0000-0001-9678-6447$$aNolasco Hernández, Alberto$$uUniversidad de Zaragoza
000151727 700__ $$0(orcid)0000-0003-3644-9101$$aLorenzo Lacruz, Juan$$uUniversidad de Zaragoza
000151727 700__ $$aGracia Sánchez, Laura$$uUniversidad de Zaragoza
000151727 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000151727 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000151727 773__ $$g10 (2025), 1508411 [10 pp.]$$tFrontiers in Education$$x2504-284X
000151727 8564_ $$s456584$$uhttps://zaguan.unizar.es/record/151727/files/texto_completo.pdf$$yVersión publicada
000151727 8564_ $$s2320374$$uhttps://zaguan.unizar.es/record/151727/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000151727 909CO $$ooai:zaguan.unizar.es:151727$$particulos$$pdriver
000151727 951__ $$a2025-03-19-14:21:36
000151727 980__ $$aARTICLE