Breaking barriers in rural mobility and education in Malaysia through a systematic literature review

Purpose Ensuring education equality has been the predominant concern of the Ministry of Education Malaysia. Nonetheless, the low educational attainment in rural areas remains evident, highlighting the disparity in educational opportunities between urban and rural settings. Few have analysed the relationship between rural mobility and its significant impact on educational attainment. Hence, this study systematically reviews the influence of mobility on rural students' access to education. Since Malaysia aspires to achieve Sustainable Development Goal 4 by 2030, the missing link in ensuring equitable access to education, especially in rural areas, needs to be identified. Design/methodology/approach This study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses method, in which the procedures involved were identification, screening and eligibility. Advanced searching is applied to comprehensively gather relevant articles from Scopus and Web of Science. Findings The study revealed that educational impacts, geographical location and availability of infrastructure challenges are closely linked to the mobility patterns of Indigenous students, primarily due to geographical and infrastructural constraints. The isolation of Indigenous areas leads to lengthy daily journeys to school, worsened by safety concerns related to walking, negatively impacting students' physical and mental health, ultimately deterring them from pursuing education. This demands infrastructure, including paved roads, bridges and access to rural transportation. However, merely having transport is not enough; elements like transport accessibility, reliability and affordability play crucial roles in shaping students' access to school. Research limitations/implications Given Malaysia’s diverse rural landscapes and Indigenous populations, this study may not fully represent all ethnic groups. It focuses on mobility barriers such as geography, infrastructure and transport limitations that hinder Indigenous students’ access to formal education. Future research should apply horizontal and vertical equity principles to assess rural transport inequalities. Examining the challenges faced by transport operators and planners may offer deeper insights into systemic imbalances affecting Indigenous communities. These findings can support policymakers and planners in developing more inclusive and integrated rural transport systems at both the national and state levels. Originality/value Mobility is a driving force that enriches knowledge for all students through quality education. Therefore, this systematic review intends to help relevant authorities gain an additional perspective into the pressing disparities of rural mobilities, which is crucial for achieving educational equity and ensuring education inclusivity irrespective of geographical and economic constraints.