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The Intelligent Learning Service System for Rural Preschool Teachers: Its Essence, Structure, and Optimization Pathways
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Abstract
Early childhood education in rural areas is a crucial link for achieving educational equity and promoting rural development. Currently, rural preschool teachers are facing challenges such as scarce resources, the digital divide, and a severe mismatch between training supply and demand. This study draws on the Radcliffe’s (2009) PST framework and combines the adult learning characteristics of rural preschool teachers to construct a five-level progressive scientific integrated intelligent learning service system of perception, resources, interaction, evaluation, and guarantee; it explains the characteristics of highly targeted service customization, preschool professionalism, and effective technical resourcefulness; and proposes four optimization paths: technical support, training optimization, evaluation improvement, and policy guarantee. This system realizes the synergy of advanced intelligent technology, contextualized local resources, and teacher development, providing valuable, sustainable, practical support for the professional growth of rural preschool teachers, the high-quality and balanced development of urban and rural early childhood education, and the inheritance of local culture.
Keywords
Rural preschool teacher; Intelligent Learning; Learning Service System; Logical structure; Pathway Research
References
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How to cite this paper
The Intelligent Learning Service System for Rural Preschool Teachers: Its Essence, Structure, and Optimization Pathways
How to cite this paper: Mohan Liu. (2025). The Intelligent Learning Service System for Rural Preschool Teachers: Its Essence, Structure, and Optimization Pathways. The Educational Review, USA, 9(12), 962-966.
DOI: http://dx.doi.org/10.26855/er.2025.12.004
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