Abstract
This study aimed to explore the educational standard in a primary school in rural Huangzhong. The objectives included investigating financial support and resource input initiatives implemented by the government and their alignment with government planning, identifying financial and resource input initiatives provided by the school and society including social and cultural values practised and developing a new integrated educational framework. Guided by Human Capital Theory, Resource-based Theory, and Social Capital Theory, the study used a qualitative case study approach. Data were collected through interviews, document analysis, observation and analyzed manually. Seventeen participants were purposively selected, including 5 parents, 5 students, 4 teachers, and 3 school administrators. Findings revealed several government initiatives, but highlighted gaps in infrastructure, technology, sanitation, extracurricular and transportation facilities, teacher training, and educational resources. Document analysis showed that of nine initiatives implemented by the government, only three aligned with planned objectives. School and community efforts included engagement and partnership, student learning development, and sustainable practices. Observation revealed key social values such as collaboration, respect, inclusivity, critical thinking, empowerment, and real-world application. Cultural values included preservation, promotion and integration, interdisciplinary learning, and respect for cultural diversity. A new integrated educational framework was developed to guide stakeholders in improving educational quality. In conclusion, the study emphasized the urgent need for governmental improvements to uplift rural education in Huangzhong. The implication for policymakers is to increase financial investment and resource input with interventions tailored to the specific needs of rural schools, thereby enhancing educational excellence._