The pathway towards the sustainable development of education for school-age females in the mountainous areas of Yunnan, China

Abstract

The main research focus of this paper is the educational problems faced by school-aged females in the mountainous areas of Yunnan, China. The paper summarizes these problems and explores how the educational level of females in these areas impacts themselves, their families, and society. In the study, multiple linear regression analysis was introduced to analyze four dimensions: social cognition, personal cognition, policy protection, and basic software and hardware. The aim was to quantitatively explore a variety of possible influences on the education of school-aged females in mountainous areas populated by ethnic minorities. A quantitative perspective was employed to explore the relationships among the dimensions that may impact the educational outcomes of ethnic minority women in mountainous areas. Based on the data analysis and theoretical research, we present an in-depth analysis of the development pathways to ensuring sustainable education for this group and propose specific implementation plans. This study will help to identify the educational challenges faced by school-aged females in ethnic minority mountainous areas, and to form sustainable countermeasures to promote the development of education in mountainous areas. By doing so, this study makes an important contribution to further promoting educational equity, narrowing the gap between urban and rural education, and achieving sustainable educational development in Yunnan.