Improving Rural Primary English Education in Minxi, China: A Mixed-Methods Study under the Rural Revitalization Initiative

This study examines the developmental gaps and contextual factors influencing English education in rural and urban primary schools in Minxi, Western Fujian, China. Drawing on a mixed-methods approach, the research combines quantitative analysis of student achievement data with qualitative insights from teacher and parent interviews, as well as classroom observations. The findings reveal significant differences in teacher qualifications, access to instructional resources, student self-efficacy, and community support, all of which contribute to the widening achievement gap. Grounded in the theoretical frameworks of unbalanced regional development and institutional capacity-building, the study introduces a University–Government–School (U–G–S) collaborative model as a strategic response. This model proposes aligning higher education expertise, policy support, and localized implementation to strengthen rural English education. The paper concludes with policy recommendations and emphasizes the need for sustainable, context-sensitive reform to enhance learning opportunities and instructional capacity in under-resourced regions.