Research studies have repeatedly reported the under-representation of rural youth in higher education, mainly focusing on their aspirations as well as opportunities and barriers to accessing univer...

In this episode of the Technology and Learning Podcast, host Ellie Manzari from Monash University speaks with Dr Emily Ross (University of Queensland) and Dr Margaret Marshman (University of the Sunshine Coast) about their recent research on integ...

This paper presents a case study of homelands education in North East Arnhem Land. It explores how structural inequities in education systems mitigate against schools which do not align with mainstream norms. In particular, it looks at a hub-and-spoke system of micro schools—officially designated as homeland learning centres (HLCs)—serving some of the most remote, linguistically diverse and traditionally oriented students in Australia. The authors question why governments have persistently ov...

Higher education is globally recognised as an enabler of social justice and community development. Remote Australian Aboriginal students are underrepresented in higher education, and there has been li...

Small rural schools have been the focus of intensive research in Australia and internationally over the past few decades. The foci often have been on …

This open access book offers a cross-national comparative perspective on qualitative longitudinal rural youth studies in the Nordic context.

Higher education study has become more accessible to rural places through the development of stronger technologies, interfaces and pedagogy for online study. However, while these have made higher education more accessible, they also overlook the substantial impact that social circumstances and resources have on the means to meaningfully participate in higher education. Our study, conducted with 38 online higher education students, demonstrates how broader conditions in place shape study experience and possibilities. We consider how place makes certain practices and identities possible or realisable. In particular, we explore how place and affect shape the possibility of online study in rural areas. This includes how relationships in place also shape how higher education is perceived—both through what to study, how and where to study, or whether higher education is deemed to be valuable. Subsequently, the personal resources available to each student—be it social, cultural, educational or economic, have an exaggerated effect on the experiences and outcome of study. We suggest equitable higher education needs to take account of more than just the offering of online study narrowly conceived of a student identity only as a learner, recognising that personal, ‘placial’ and affective resources are critical in developing a meaningful sense of belonging in higher education.

This scoping review explores the educational experiences of refugee-background students (RBSs) within remote, rural and regional Australia. It synthesises literature on RBSs in these contexts to identify unique educational challenges. This review analyses relevant studies published between 2015 and 2024 to uncover themes at the intersection of non-metropolitan settings and refugee education. The challenges identified included limited access to resources and barries to school engagement, academic success and a sense of belonging. Understanding the complex dynamics at play is essential because these schools often operate within racialised communities with fewer resources which may limit their capacity to support RBSs. Nevertheless, schools also hold potential as critical sites for building resilience and community for these students. This review highlights the need for tailored educational policies and practices designed to meet the specific needs of RBSs with a focus on inclusive learning environments that recognise the students’ diverse backgrounds and experiences. Such approaches can facilitate successful integration and improve educational outcomes, creating a more supportive and equitable educational landscape for RBSs.

This book seeks to critique and illuminate rural matters and provides a contextualising discussion of the new ways rurality has been conceptualised

Highlighting the strengths-based approaches to supporting pre-service teachers, this study explores the diverse and effective wellbeing and self-care practices embedded within regional, rural and remote (RRR) professional experience placements. Drawing on rich qualitative data from podcast conversations, the research emphasises the value of contextually responsive support. Inductive thematic analysis revealed five key enablers of wellbeing: structured support systems, personal wellbeing management, community integration, environment adaption, and professional resilience. These interconnected themes demonstrate that wellbeing in RRR contexts is nurtured through both formal frameworks and individual agency, as well as through meaningful engagement with place and community. Podcasting as method enabled authentic, reflective storytelling, amplifying the voices of those immersed in the experiences. This study highlights the importance of fostering support, strength-focused environments that sustain the wellbeing and professional growth of future educators in RRR settings.

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Aspirations aren't built alone:, its social relationships, community, school, and the broader culture to develop a desirable future.