Download PDF Article
Download Graphical Abstract

Identifying the Educational Needs of Children from the Rural Area of Cluj County

Abstract

The present study explores the educational needs and challenges of students from the rural area of Cluj County, focusing on middle school students. This research employed a quantitative approach, encompassing a sample of 459 students ranging in age from 11 to 14 years. The survey concentrated on evaluating the present circumstances of the students with regard to educational provisions, their motivation to attend school, and their challenges in their educational process.

The findings indicate a paucity of sports facilities in educational establishments, as well as a scarcity of educational spaces such as libraries or reading rooms. Furthermore, there is a dearth of extracurricular activities, and they expressed a relatively low level of motivation, underlining that their motivation to attend classes is primarily influenced by their colleagues, rather than by the educational process itself. Simultaneously, they highlighted numerous challenges they face in receiving a qualitative education, owing to the scarcity of educational activities.

The primary conclusions of the study concentrate on several points, including the modernisation of educational facilities, such as classrooms, bathrooms, and gyms. Additionally, the study emphasises the necessity of updating textbooks and adopting digital teaching methods to reduce disparities in education between urban and rural areas.

Keywords

education; rural schooling; educational inclusion; educational needs; school motivation

JEL Classification

I20, I21

1. Introduction

Education is key to enriching oneself and their community, thus it is crucial to timely identify the challenges, lacks and factors that stay in the way of children to have an education and to have the capacity to become a valuable resource for their community. Motivation and school satisfaction have been identified as pivotal factors in student development, exerting a significant influence on academic performance and socio-emotional adjustment. In the context of education in Romania, the identification of factors that contribute to increasing student engagement and the development of relevant extracurricular programmes is a priority for local and national education policies. The present study analyses the perceptions of middle school students from the rural area of Cluj County, Romania, regarding their school experience and emerging educational needs. We chose Cluj because it is a developing county, seen as an attraction poll for industry, creative class and innovation, but the rural areas of the county are often forgotten, especially in the context of community development (Braniște, 2021; Dranca, 2013; Săgeată, Dumitrică & Baroiu, 2025).

Henceforth, this research has two main objectives: firstly, to do an assessment of motivation and academic satisfaction of middle-school children from the rural area of Cluj County and secondly, to observe the relationship between the educational system and the community of these children.

Continuous learning represents a crucial pillar in any developing community, being seen as a constant investment for future benefits, rewards and earnings (Cismaru & Corbu, 2019, p. 172), but unfortunately not everyone has access to education, creating societal gaps that still represent a public policy issue that needs to be properly addressed. Social class, poverty and disadvantaged or vulnerable groups represent the main targets of education inequality and by not tackling these issues, we indirectly promote community subdevelopment and can impede long-term progress.

Therefore, we can all agree that education is a key factor for development, change, for building resilient communities and for developing human resources and fostering their talents, skills and capabilities, and should be integrated into all sustainable development strategies, especially targeting Romanian rural communities (Chirițescu, Pădurean & Kruszlicika, 2017).

Unfortunately, in the Romanian educational system we face more irregularities and vulnerabilities than proper educational facilities (especially between rural and urban schools), or even accessibility, resulting in low student performance at a national level, compared to EU standards, as mentioned by Stafen & Manole (2013). Low school enrolment, school dropout and poor performance due to the ineffectiveness of the educational system represent only a part of the educational gap between urban and rural students (Petre et al., 2025; Tecău, 2017), promoting unfair educational opportunities, thus the ‘vulnerable groups continue to be largely educational disadvantage’ (Stafen & Manole, 2013, p. 796).

Based on the aforementioned, it is imperative to understand first hand these differences and more importantly, the needs of students from rural areas, so we can offer tailored solutions. We emphasise on this because usually studies, strategies of certain programmes omit the assessment of their target group, focusing mainly on statistical data, reports and other document analysis procedures, rather than asking them directly how they see improvement and what would actually facilitate an improved education.

2. Literature Review

Rural education in Romania is currently experiencing a precipitous decline in student enrolment. This decline is attributed to various factors, including the significant number of families grappling with socio-economic challenges, geographical distances, limited access to modern information, and migration to nearby cities (Tecău, 2017). Thus, this discrepancy in opportunities has resulted in lower levels of educational attainment and an increase in the rates of school dropout, illiteracy, and limited employment prospects, particularly in rural communities (OECD, 2025). The aforementioned assertions are corroborated by the PISA report from 2022, which states that “In Romania, there is a significant gap between the math performance of students in urban schools and those in rural schools, namely a difference of 90 points” (CNPEE, 2023, p. 118). These students underperform relative to their OECD peers (OECD, 2025), due to their (and not only) socio-economic status and the urban or rural environment of the school. It has been demonstrated that, in certain instances, the prediction of students’ performance levels on the Programme for International Student Assessment (PISA) tests, as well as their overall educational performance and graduation rate, is contingent upon the knowledge of the institutions they attend (CNPEE, 2023).

Besides overall school performances, there are other challenges that students from rural areas face, mainly the general school environment and well-being. More precisely, the attitude of students regarding school, teachers and peers, which is influenced by their family environment, community, accessibility and resources they have (ARACIP, 2021). In this context, we find several issues when it comes to education in the rural area. Firstly, the system of rural education is confronted with significant challenges related to investments in physical infrastructure. Moreover, substantial number of school buildings were constructed prior to 1970, and a significant proportion of these structures are not equipped with essential amenities, including access to potable water and sanitation facilities, also having the wors-performing buildings regarding thermal control or comfort, especially during cold season (Stafen & Manole, 2013; Catalina et al., 2022). Noteworthy, schools in rural areas are typically smaller in size, with an average of four to 12 classrooms. They also tend to have fewer specialised facilities, such as computer labs and laboratories, when compared to schools in urban areas (Catalina et al., 2022). On the same line of thoughts, a mere 36% of schools have internet connectivity, with the majority of these being high schools located in urban areas (Stafen & Manole, 2013, p. 797).

A comparative analysis (Popescu et al., 2022, p. 529) reveals that rural residents exhibit comparatively lower digital proficiency levels (49%) in contrast to their urban counterparts (62%), thereby enhancing the idea of unorganised development at a county level and the indirect promotion of social exclusion of people living in these areas, especially in remote ones. In this context, the most salient example of the inadequacy of educational infrastructure in rural regions was brought to the fore during the course of the pandemic. The absence of sufficient technological devices and reliable internet access impeded the participation of numerous children in rural areas in online classes (Oprea et al., 2023, p. 10), thus enlarging the gap of opportunities between low and middle-income families and communities. In this particular context, the fundamental right to education for numerous children residing in rural areas was violated, thereby introducing an additional challenge that they were compelled to confront, accept, and, optimally, surmount.

Secondly, the commuting burden and the proximity issues for students in the rural area represents another contributor to school dropout and uneven hiring chances after graduation (Petre et al., 2025), and this gap only deepens because the geographical expanse and the paucity of options often compel students residing in rural areas to undertake daily commutes or relocate to urban centres for their secondary education, which imposes a substantial financial strain on family budgets (Ivan et al., 2012; Petre et al., 2025; Dávid-Kacsó et al. 2021).

This issue is of particular pertinence and rationality. Within the context of the present discussion, it has been determined that economic disadvantage constitutes a substantial barrier to the enrolment of children in preschool education. This is primarily attributable to the financial constraints experienced by parents in procuring the necessary attire for their children (Preda & Toma, 2021; Popescu et al., 2022; Tecău, 2017).

Thirdly, we see that the rural educational system is distinguished by a high rate of teacher turnover and a lower proportion of qualified staff compared to urban areas (Stafen & Manole, 2013). In contrast, schools in rural areas may be compelled to employ a substantial number of teachers who are inadequately qualified on a part-time basis and who commute to their place of work (Administrația Prezidențială [Romania’s Presidential Administration], 2018), thus risking the students’ chances of receiving a qualitative education that can prepare them for the future, sentencing them, in a way, to a certain type of failure, due to the inability to recruit qualified educators (du Plessis, 2014; Preda & Toma, 2021; Petre et al., 2025).

In this sense, the Romanian Ministry of Education spearheaded an initiative that primarily entailed the establishment of a professional profile and standards for pre-university teaching staff. This initiative was undertaken with the objective of ensuring a more qualitative educational experience for students. The objective of this initiative is twofold: first, to validate competencies, and second, to establish quality benchmarks for educational activities. The initiative also aims to motivate teachers through recognition, thereby promoting lifelong learning and continuous professional development (CPD). In addition, it seeks to promote values such as excellence, professionalism, integrity, inclusion, and equity (Ministerul Educației [Romanian Ministry of Education], 2024). Nonetheless, despite these established standards, rural schools continue to encounter distinctive challenges stemming from factors such as poverty, underdevelopment, and deficient staff or infrastructure (Du Plessis, 2014). This underscores the necessity for change to be not merely theoretical but rather manifest in tangible actions.

In the context of numerous isolated or depopulated rural regions in Romania, the state has adopted a strategy of simultaneous education, which involves the implementation of a unified educational model. In this model, students from various grades are taught by a single teacher in a single classroom. This approach is employed as a final recourse to ensure the continuity of compulsory education in these areas. While this model fulfills the formal requirements of schooling, it also reveals a more profound structural crisis within the rural education system. Rather than serving as a creative adaptation to demographic and infrastructural decline, simultaneous education frequently operates as an emergency measure for educational survival, ensuring only the acquisition of fundamental reading, writing, and arithmetic skills. Teachers working in simultaneous environments face severe fragmentation of instruction because they must divide their time, attention, and resources among students at different cognitive and developmental stages, following distinct curricula and assessment criteria.

Consequently, instruction devolves into a mere formality, focusing on the mere fulfilment of minimum curriculum requirements rather than fostering profound understanding or intellectual growth. The classroom environment is not conducive to individualised learning trajectories, collaboration among peers in age-appropriate groups, or sustained engagement with complex topics. Furthermore, this organisation perpetuates a cycle of educational inequality, because rural children who are taught in simultaneous conditions are statistically less likely to achieve competitive academic results, pursue higher education, or access urban labour markets. This practice unwittingly reinforces the symbolic and material marginalisation of rural communities, positioning them as peripheral spaces of mere educational subsistence rather than intellectual development. In this sense, simultaneous education guarantees the right to schooling, but not the right to quality education (World Vision România, 2024a; World Vision România, 2024b).

Henceforth, we can underline the urgency of change, when it comes to education in the rural area of Romania, and how obsolete sometimes strategies such as Education for Sustainable Development can be. We mention this because the majority of students from the rural Romania lack basic resources to access education, being focused on escaping poverty, having proper access to healthcare, education and general well-being, rather than climate change, green energy or creating sustainable synergies through networks (UNESCO, 2025; Chiriac & Iațu, 2023).

In conclusion, it is imperative that rural education policy undergo a transformation, transitioning from compensatory strategies to developmental interventions, in order to effectively overcome this impasse. Investments in teacher training, digital infrastructure, and the enhancement of regional schools have the potential to transform the system from one that merely preserves access to one that cultivates opportunity. Absent comprehensive systemic reform, the prevailing educational paradigm risks perpetuating a dualistic educational structure, in which students in urban areas are encouraged to pursue academic excellence, while their rural counterparts focus primarily on basic survival skills. However, as previously stated, tangible action is imperative, not mere theoretical commitments. To ensure the successful integration of individuals into the fabric of society, there is a need for adequate infrastructure, highly skilled educators, widespread access to education, and ample opportunities to foster social mobility.

3. Methodology

In order to reach the objectives of this research, this study employed a quantitative descriptive research model, utilising a structured questionnaire as the primary data collection instrument. The model facilitated the systematic collection of data on students’ perceptions of the learning environment, motivation, satisfaction, and the social and infrastructural factors that influence their educational experiences. The questionnaire comprised both closed-ended questions, for which respondents were asked to use a Likert scale to quantify their attitudes and perceptions, and several open-ended inquiries, the latter of which were intended to capture additional qualitative information about students’ experiences. Additionally, the data was collected directly in the school setting during schedule class periods through teachers and auxiliar personnel, to ensure a consistent environment and a higher participation. The study was conducted in accordance with established ethical standards. Participation in the study was voluntary, all responses were kept confidential, and no personally identifiable information was collected. Given the underage status of the participants in this study, it was imperative to ensure that they were informed of their right to withdraw from the study at any point without facing any consequences.

Prior to the initiation of data collection, the researchers informed the students’ guardians or parents of the study’s objective through the students’ teachers. To safeguard the participants’ privacy, it was imperative that no personally identifiable information be collected. To this end, the responses from all villages were centralised to ensure that no clear identification could be ascribed. The surveys were disseminated during class hours by the teachers, with no interaction with the researchers involved. The questions were meticulously crafted to ensure their relevance to the age groups in question and to maintain the highest standards of non-intrusiveness. Participants were invited to share their perceptions of their school and their community, as well as to propose any enhancements they deemed necessary. The survey was administered with the average time allocated for completion being approximately seven to eight minutes. The study’s design was developed by the researchers, informed by relevant literature and pretested by a small group of students (in February 2025) to ensure that the questions were age-appropriate, clear, and comprehensible.

The data was collected using a structured questionnaire administered in person during school activities, as previously mentioned, between March and May of 2025. Of the total 700 surveys distributed, 512 were received and subsequently analysed. Following a thorough examination to ascertain the completeness and adequacy of each survey, 459 were deemed suitable for analysis, yielding an inclusion rate of approximately 65%.

The sample population comprised 459 students enrolled in grades V-VIII, thereby constituting the middle school demographic from the rural area of Cluj County. The participants in this study ranged in age from 11 to 14 years, which reflects the typical developmental stage of early adolescence. The gender distribution was balanced, with 51.5% of respondents identifying as female and 48.5% as male, ensuring the representativeness of both genders.

We used descriptive statistics to summarise the overall trends in student motivation, satisfaction and their perception regarding their community and potential improvements that would support their further educational development.

4. Results and Discussions

As aforementioned, our intention is to do a needs assessment of students in the rural area, to have a clear and better understanding of their needs, lack and wants, to offer better suggestions for future development strategies for both, their community but also for their overall educational infrastructure and experience.

Henceforth, we start our analysis with the question of school attendance and the motivation to persist in one’s studies, 12.8% of respondents indicated a strong preference for school, 31.5% expressed a moderate preference, and 40.1% indicated a sufficient level of satisfaction (middle option). A mere 15.6% of respondents indicated a preference for the new format, with 13.2% expressing a dislike. The student respondents indicated that relationships with classmates constitute a significant motivating factor for attending classes and pursuing academic endeavors, despite the acknowledgment by some respondents that these relationships are not always optimal.

As subsequent analyses will demonstrate, collegiality and collaboration with peers are significant factors for the student respondents. Consequently, effective conflict management—as will be examined in the analysis of the problems experienced—is crucial for maintaining a satisfactory level of motivation, along with the organisation of events or extracurricular activities. The latter category encompasses additional motivating factors that have been identified, including scholarships, enrollment in a reputable high school, and securing employment. A review of the extant literature reveals that extrinsic factors predominate in motivating students, as evidenced by the prevalence of factors such as peer influence, social integration, extracurricular activities, the attainment of a driver’s license, and academic credentials. In contrast, intrinsic factors, including personal ambition, educational aspirations, and the pursuit of a career or a better future, appear to play a less significant role.

Figure 1. What motivates students to go to school

The survey results indicate that 32.9% of the students reported being motivated by their colleagues and friends, 19.3% by the subjects, and 18% by the teachers. A mere 9.9% of respondents cited employment and enhanced future prospects as motivating factors for their ongoing academic pursuits. The motivation of students to persist in their academic endeavours is, as previously discussed, influenced by the facilities and resources available to them, as well as their quality. Therefore, taking these factors into account, Table 1 shows the respondents’ satisfaction with the facilities available in their schools of origin.

Satisfaction with	Non-existent	Very dissatisfied	Dissatisfied	Indifferent	Satisfied	Very satisfied
Interaction with classmates			2.6%	12.1%	36.9%	45.9%
Interaction with teachers		1.8%	8.1%	23.9%	35.3%	29.8%
Teacher evaluation		1.8%	7%	40.4%	37.6%	13.2%
Subjects taught		2.4%	6.4%	23.3%	39.9%	27.3%
What the classroom looks like		4.2%	5.3%	21.3%	33.4%	35.4%
What the gym looks like	37%	3.3%	3.7%	11.8%	22.3%	21.9%
Number of extracurricular activities	18.9%	9.2%	8.6%	15.1%	20.4%	27.9%
Educational activity clubs	53.6%	10.3%	6.1%	11.4%	9.2%	9.4%
School textbooks provided	2%	5.7%	8.8%	20.2%	31.2%	31.9%
School transportation (5.3% do not use)	4.6%	4.2%	5.3%	14.8%	24.8%	40.8%
Exchange programmes between schools	24.1%	9.7%	8%	15.3%	18.8%	24.1%
School psychologist/counselor	67.5%	5.3%	4.4%	5.7%	4.8%	12.3%

Table 1. Students’ satisfaction with school facilities

The primary sources of satisfaction for students include interaction with classmates and teachers, the appearance of the classroom, textbooks, and school transportation. The results align with the previously discussed motivating factors. However, it is important to acknowledge certain shortcomings that students have identified, including a limited selection of extracurricular activities and the absence of educational and recreational clubs, which was reported by 53.6% of the student population.

Another issue that was identified among the concerns expressed by students is the absence of a school counselor or psychologist (67.5% of respondents reported that their school does not have one). This lack of a qualified professional can contribute to an escalation in conflicts among students. Additionally, the absence of adequate resources to address these conflicts and to facilitate a comprehension of the underlying causes of certain events or to promote the appropriate processing of emotions can exacerbate the situation.

Finally, a pervasive issue, particularly in rural regions, pertains to the dearth of sports facilities or their suboptimal condition due to factors such as deterioration or insufficient investment in their modernisation (37% – none). The dearth of adequate sports facilities was another issue that students identified during the presentation of the challenges they face within their community.

A thorough examination of the data presented in Table 2 reveals an average level of satisfaction with the resources available in schools in the communities analysed. However, it is evident that there is room for improvement and modernisation in crucial areas, such as the updating of textbooks and teaching content (along with teaching methods), the periodic evaluation of teachers, and the construction or renovation of sports facilities (gyms, sports fields). The aforementioned aspects, in conjunction with the development of extracurricular activities and the establishment of clubs catering to students’ interests, the implementation of exchange programmes, and the appointment of a school counselor to oversee students’ personal development and, optionally, provide career counseling, collectively contribute to the enhancement of the educational experience.

Satisfaction with	Non-existents	Very dissatisfied	Dissatisfied	Indifferent	Satisfied	Very satisfied
Playgrounds	22.1%	7.7%	11.2%	21.9%	18.4%	18.6%
Libraries	14.3%	10.8%	13.7%	25.3%	17.4%	18.5%
Parks	54.3%	9%	6.8%	9.5%	7.7%	12.7%
Meeting places	34.7%	8.4%	10.2%	14.6%	12.6%	19.6%

Table 2. Level of satisfaction for different facilities

Another factor cited by respondents pertains to the necessity of modernising and updating playgrounds (29.8%) and libraries to facilitate research and academic tasks. Conversely, the dearth of adequate information resources, compounded by the absence of internet connectivity, has the potential to contribute to escalating rates of school dropout and functional illiteracy. The dearth of leisure and recreation facilities has been identified as a contributing factor to the decline in quality of life and the ongoing trend of depopulation in rural areas.

The data presented in Table 2 pertain to issues that were identified by respondents in the section on perceived problems and in the section on proposed solutions. This suggests that these problems are recurrent and have a significant impact on the harmonious development of students.

Figure 2. Extracurricular activities

With regard to extracurricular activities, 69.9% of respondents confirmed the existence of such activities, while 30.01% denied their existence or organisation (percentages obtained based on the question “Are there extracurricular activities?”). List them if they exist.”

The highest percentages were found in sports, with 20.7% of respondents citing participation in various sports. Additionally, 14.2% reported involvement in organising trips or camps, and 11.8% indicated that folk dancing plays a significant role in their extracurricular activities. The remaining activities depicted in Figure 2 exhibit values below 10% (i.e., skiing – 7.3%, competitions – 6.1%, competitions, carols – 5.2%). These findings imply that these activities are either of negligible significance or are not systematically organised within the schools under scrutiny.

One proposal for diversifying extracurricular activities would be to effectively include students in the decision-making process. This would allow for a more precise response to students’ needs for development and the assimilation of new skills that may be beneficial to their learning (or continuing education) process.

In addition to the activities depicted in Figure 2, students also cited the following extracurricular activities organised within their schools: talent competitions, jumping houses, laser tag, meetings with other schools, volunteering, and financial education. It should be noted that these activities were not included in the aforementioned figure as their prevalence was below 1% (i.e., one, two, or a maximum of three students mentioned these activities).

Educational clubs
Reading club	3.8%
Art club	18.8%
Children’s club	11.3%
Sports club	12.5%
Theatre group	5%
Stop bullying seminars	7.5%
Dancing	11.3%
Sculpture	10%
Tutoring	13.8%
Spelling club	6.3%

Table 3. Educational clubs

Moreover, 83.8% of respondents indicated the absence of educational clubs in their schools, with only 16.2% confirming the existence of such organisations and their active engagement in them. These percentages were derived from the inquiry regarding the presence of educational activity clubs.

The responses displayed in Table 3 demonstrate a relatively pronounced stratification of the clubs in question, with the minimal percentages suggesting a necessity to introduce or modernise such activities, in conjunction with the extracurricular activities previously referenced. Consequently, the drawing/art/painting club obtained the highest percentage, with 18.8% of the respondents indicating that such extracurricular activities exist and that they actively participate in them.

The data indicates that meditation classes received relatively high values (considering the average response rate to this question). Specifically, 13.8% of students reported participating in these meditation classes, suggesting a positive correlation between meditation practice and academic success. However, it should be noted that this association is observed among a relatively small proportion of the study’s participants. Sports clubs and children’s clubs once again demonstrated a relatively high prevalence of 12.5% and 11.3%, respectively. Dance followed closely behind, with a prevalence of 11.3%.

In addition to the activities depicted in the above figure, students identified the following as part of their extracurricular activities: swimming, karate club, and horse-riding club. These activities were mentioned by one or two students each.

With regard to the initial objective of this research, a comprehensive assessment was conducted of the motivation and school satisfaction of middle school students in rural areas of Cluj County. The statistical data presented herein highlight disparate levels of school motivation, identifying the predominance of extrinsic factors (peers, school activities, and material rewards) over intrinsic factors (personal interest in education, desire for professional development). Concurrently, the examination of academic satisfaction, encompassing factors such as the student-teacher relationship, the material conditions in the educational institution, and the diversity of extracurricular activities, offers a comprehensive perspective on students’ perceptions of the quality of the educational environment.

One potential conclusion in this regard may be to extend such activities to other municipalities or villages in order to promote connectivity and collaboration between nearby educational institutions (e.g., the Children’s Club in Huedin, the Sports Club in Izvoru Crișului, the “Andy” Days in Călățele and Huedin, the tutoring club in Sâncraiu, or the “stop bullying” club in Căpușu Mare), thereby reducing discrepancies to some extent and improving the educational process (e.g., reducing school dropout rates).

School ecosystem needs

Sport

In 60.7% of cases, there is a gym, while in 39.5% of cases, there is not. Of the total, only 59.5% of these gyms are functional and available for use by students (percentages obtained based on responses to the questions “Is there a gym?” and “If so, is it functional? Is it permissible to utilise this device during physical education classes?”

In the context of the sports and sporting activities desired by the student respondents, there is a need to organise various sports (in some cases). However, the answers presented in Figure 3 also indicate a lack of sports facilities and equipment for these activities.

Therefore, when asked about their preferences for extracurricular sports, the respondents’ responses predominantly reflected a predilection for a limited selection of sports. Specifically, 20.5% of the respondents indicated a preference for soccer, 17.2% (261 responses) selected handball, 14.7% (218 responses) chose swimming, and 14.3% (187 responses) indicated a preference for volleyball. Additionally, 12.7% (161 responses) expressed a preference for skiing.

Figure 3. Sports desired by students

A modest proportion of students selected sports that were classified as relatively common yet differed in some way from the more prevalent options. Specifically, 7.2% of the respondents opted for athletics (91 responses), followed by oina (4.9%), basketball (3.5%), tennis (1.7%), and boxing (1.6%). In addition to the aforementioned sports, students identified a number of other activities, though these were not incorporated into Figure 4 due to their minimal frequency of mention, with fewer than five students citing them. These activities include, but are not limited to, ballet, judo, contact sports, American football, bowling, dancing, cycling, and table tennis. In addition to the sports identified in the quantitative analysis, fitness, badminton, and mountaineering can be added as sports mentioned by students in their answers.

New subjects taught in school

This section demonstrates the students’ aspiration to cultivate the competencies that are imperative in the contemporary era and to broaden their intellectual horizons in pivotal domains that are pivotal to their transition to adulthood. While the respondents are predominantly between the ages of 11 and 14, it is evident that they are cognisant of existing educational disparities that necessitate redress.

Consequently, when queried about additional courses or subjects of interest, 24.4% of respondents selected financial education (297 responses), with health education ranking closely behind at 23.3% (284 responses). This phenomenon can be interpreted as a manifestation of the current generations’ increased maturity and a more profound comprehension of the instruments necessary to guarantee a prosperous future for themselves. Consequently, environmental protection (17.4%) and entrepreneurship (16.4%) attained substantial percentages in the survey, along with public speaking (15%).

Figure 4. Courses desired by students

Foreign languages also demonstrated a satisfactory level of achievement. However, it is noteworthy that the students’ openness and understanding of openness and globalisation were also evident in their responses regarding the foreign languages they aspire to study. The utilisation of languages other than English and French has become increasingly prevalent, with Hungarian, Chinese, Japanese, Korean, Italian, German, Greek, and Spanish being notable examples. This shift represents a departure from the conventional use of English and French in international communication.

This section reveals a paucity of educational diversity, a circumstance that stands in stark contrast to the key competencies for lifelong learning proposed by the European Commission in 2006 and subsequently revised in 2018 (European Commission, 2025). This is particularly evident in the domains of literacy and multilingual competencies, which are essential for the holistic development of children. This finding underscores the necessity for educational institutions to address this evident disparity and to foster the development of new competencies that may prove instrumental in future endeavours.

In addition to the courses presented in Figure 4, students also mentioned the following: automotive mechanics, road safety education, high school civics, design, beauty, astronomy, ICT, electronics, robotics, electronics, and law.

Turning to recreational and extracurricular pursuits, it is evident that students have expressed a keen interest in artistic endeavors, cultural activities, and sports. As illustrated in Figure 5, painting and sports competitions each received 25.5% of the responses (with 269 and 268 responses, respectively), closely followed by chess (24.4%) and cultural activities (22.6%).

Figure 5. Recreational activities desired by students

These choices can concentrate on students’ needs for novelty, change, and diversity in the activities carried out, precisely in order to broaden their knowledge and discover their passions, interests, or abilities. As illustrated in the above figure, students also identified additional activities or courses that they expressed interest in pursuing or participating in. These activities include equestrian activities, board games, billiards, sculpture, art history, and political science. It should be noted that these options were not included in the graph due to the low number of students who selected them, with only one, two, or three students opting for these courses.

Community ecosystem needs affecting schooling

Figure 6. Main issues observed by students

Prior to the presentation of the results obtained from the perspective of the problems experienced by the student respondents in their community, the composition of the indicators in Figure 6 will be presented:

A paucity of facilities exists for the pursuit of sporting activities. This paucity is characterised by the absence of dedicated bicycle lanes, adequate gym facilities, and sufficient sports fields.
A review of educational facilities reveals a number of issues, including a dearth of libraries, a lack of modernisation, and inadequate updating of existing libraries. The libraries that are in existence are often too small, and there is a lack of school canteens. Heating in schools is inadequate, and there is a lack of modernisation in school transportation. Additionally, there is a lack of modernisation in schools and classrooms.
A paucity of healthcare facilities is evident in the region, as evidenced by the absence of hospitals, medical offices, and pharmacies.
The municipality has been observed to demonstrate deficiencies in recreational facilities, including a paucity of parks, green spaces, and playgrounds, as well as inadequate spaces for extracurricular activities and leisure time.
The issue of deforestation is multifaceted and encompasses a variety of illicit practices, including illegal and excessive logging, as well as poaching.
Waste is defined as the presence of pollutants in the environment, the absence of adequate refuse containers, the absence of systematic waste collection, and the illegal or improper storage of waste.
The infrastructure is substandard, as evidenced by the following: the presence of unpaved roads, the absence of sidewalks and the absence of signs or crosswalks.
Internet connectivity is often impeded by two primary factors: the absence of a robust signal and the complete absence of internet access.
The issue at hand pertains to water and sewage management.
The issue of inadequate street lighting has been identified as a significant concern. The presence of insufficient or non-existent street lighting has been documented, highlighting the need for enhanced illumination in designated areas.
The presence of stray dogs has been observed.
The issue of employment for young people, characterised by a paucity of available opportunities, is a salient concern.
The presence of limited resources is evidenced by a deficiency or absence of commercial establishments, dining options, and financial capital.
Conflicts are a category that is specific to students and encompasses racial or other conflicts that occur between them.

The most salient issue confronting the subjects is the dearth of recreational facilities, which constitutes 20.3% of the total. This finding is corroborated by the preceding section, which detailed the findings of the survey. Green spaces have been identified as a significant indicator of quality of life. In this case, there is a pronounced deficit of areas designated for leisure, play, and recreational activities. This deficit, when compounded by other shortcomings, has the potential to contribute to the depopulation of villages and communes.

Another persistent issue is the dearth of adequate sports facilities (17.1%), a finding that is further substantiated by the preceding responses of students, who highlighted the scarcity of sports halls, fields, and bicycle paths. This deficiency hinders their access to a healthy lifestyle and stifles their optimal development. Waste, constituting 15.6% of the total, is particularly problematic, given its illegal disposal in rivers and forests, resulting in water, soil, and air quality degradation. This, in turn, adversely impacts the commune’s overall image. Moreover, the absence of adequate sanctions for lawbreakers further exacerbates the issue. This issue, in conjunction with the presence of stray dogs (5.4%), contributes to a decline in public safety and signifies a deficiency in investment or a comprehensive evaluation of these indicators.

Poor infrastructure (11.4%), particularly the absence of pedestrian pathways and unpaved thoroughfares, has been identified as a contributing factor to residents’ diminished safety and constrained investment prospects within the community due to deficient road infrastructure.

A multitude of other salient problems are associated with educational facilities, which account for 8.9% of the total. These issues have the potential to exacerbate school dropout rates and functional illiteracy. As previously stated, the majority of students are primarily motivated by the group dynamic rather than by the nature of the classes themselves or the activities they contain. In this regard, some students have indicated that there is a deficiency in heating in schools, or that teachers lack the requisite training (some students have expressed a desire for more frequent evaluation of teachers). Finally, there is a call for the updating of teaching materials and the modernisation of the school as a whole. Conflicts (5.1%) are also a component of the educational environment, thereby reinforcing the notion that the absence of a school counselor (or psychologist) and the dearth of conflict management techniques (coupled with the paucity of knowledge among teachers to implement them) engender students’ inability to regulate or comprehend their feelings and emotions.

The limited resources (6.8%), as previously indicated, pertain to the deficiencies experienced by the students who inquired about this matter and encompass a paucity of venues for leisure activities, such as restaurants, cafes, or youth clubs. Concurrently, these resources also denote the absence of adequate establishments for the procurement of essential commodities (food) or attire.

Finally, the student respondents identified several additional issues, including the absence of a cinema, fitness center, ice rink, clubs, swimming pool, outdated teaching materials, and a school under construction or nonexistent in the village, necessitating travel to the commune. Consequently, these elements collectively impede the enhancement of the quality of life, thereby contributing to the long-term depopulation of these regions and exacerbating the existing disparities between students residing in rural and urban areas.

Taking everything presented thus far, we captured the relationship between the education system and the rural community from which the students come, in accordance with the second objective of this research. The findings indicate that deficiencies within the community, such as inadequate infrastructure, a paucity of recreational facilities, and the absence of school counselors and educational clubs, exert a direct influence on students’ motivation and engagement in school-related activities. Concurrently, students’ perceptions of potential solutions, including modernising schools, creating green spaces, diversifying extracurricular activities, and introducing school counselors, indicate an awareness of the interdependence between educational and community development.

Henceforth, the following resolutions have been formulated in response to the needs that have been identified:

Figure 7. Students’ proposal to enrich their community

Figure 7 presents the main topics of interest or solutions proposed by the student respondents who addressed this question and proposed certain changes to improve their quality of life in the community to which they belong.

In accordance with the analysis of the problems experienced, it is evident that 24.2% of the students who responded to the inquiry regarding changes they would implement in their respective communities indicated a preference for the development of green spaces and recreational areas, citing the importance of fostering opportunities for leisure and recreation in natural environments. Additionally, a significant proportion of respondents, specifically 18.6%, advocated for the enhancement and modernisation of existing sports facilities, underscoring the need for improved infrastructure to support sports and physical activity. The significance of green spaces and students’ interest in nature and environmental protection is evident in the fact that 212 students have opted to take an additional course in environmental protection. Their perception of the problem of illegal waste disposal as having a high impact on the well-being of the community, along with their proposals for initiatives to clean up and green the affected areas, is also noteworthy. Furthermore, the organisation of selective collection initiatives (15.3%) is a testament to their commitment to environmental stewardship.

Finally, 12.6% of respondents addressed infrastructure and infrastructure-related solutions, focusing primarily on road paving, the installation of sidewalks, signs, and crosswalks, as well as the renovation of old or abandoned buildings. These measures were identified as key strategies for enhancing the aesthetic appeal and revitalising the community.

The following proposals received less than 10% of the votes, yet it is imperative to acknowledge and deliberate upon them, particularly as a problem that is not addressed in a timely manner can lead to grave negative consequences in the future:

Educational facilities represent 7.1% of the total budget, with the funds allocated to modernising schools, public transportation, and textbooks, along with other resources available to students.
The allocation of funds is to be directed towards healthcare facilities, constituting 4.8% of the total budget. This allocation is earmarked for the modernisation of hospitals or medical offices, encompassing dental or family doctors. Additionally, it encompasses the construction, supply, or modernisation of pharmacies.
A recent development in the field of education has been the establishment of extracurricular clubs, which have been shown to have a positive impact on student engagement. These clubs, which constitute 4.5% of all extracurricular activities, have been introduced as a new opportunity for students to participate in meaningful activities outside of the classroom.
Social assistance constitutes a financial or material support system designed to assist individuals with limited means who are on the verge of poverty or extreme poverty. The social assistance programme is a critical component of social welfare, accounting for 3.3% of total expenditures.
The construction or modernisation of bicycle paths within the community constitutes 3% of the project.
Conflict management is a critical component of school counseling and psychology. It involves the introduction of a school counselor or psychologist to assist students, teachers, and parents in the effective management of conflicts or differences between students. This approach utilises techniques and methods to facilitate constructive dialogue and resolution, contributing to a positive and productive school environment. It is imperative for students to acquire the knowledge necessary to facilitate a more profound comprehension of their emotions, feelings, and experiences.

As a general conclusion of this section, students proposed a series of recommendations aimed at enhancing their quality of life and addressing their specific needs or deficiencies. These recommendations encompass a range of areas, including the implementation of psychological counseling services within educational institutions, the enhancement of public lighting systems, the development of tourism initiatives, the management of water and sewerage systems, the accessibility of internet resources, the updating of academic subjects, the periodic evaluation of teaching effectiveness, the provision of financial support for students, the beautification of communities, the establishment of commercial establishments, the development of recreational facilities, and the expansion of extracurricular activities.

5. Conclusions

Consequently, the study effectively underscores two key aspects. Firstly, it emphasises the individual dimension of motivation and school satisfaction. Secondly, it highlights the contextual dimension, which reflects the intricate relationship between the quality of the educational system and the social, economic, and cultural environment of the rural community in Cluj County. On the one hand, the individual dimension underscores the significance of personal factors, including students’ interests, professional aspirations, family support, and their own perception of success, in determining the level of school involvement and satisfaction with the learning process. Conversely, the contextual dimension underscores the impact of external factors on the educational experience, including the scarcity of material resources in rural schools, constrained access to extracurricular activities, and the influence of community attitudes toward education.

The present study demonstrates that school motivation and satisfaction cannot be comprehended in isolation from the broader social context in which students reside and learn. In rural communities within Cluj County, where economic opportunities and cultural resources are often scarcer, education assumes a pivotal role in fostering social cohesion and facilitating individual advancement. In this sense, the study’s results offer a complex perspective on the relationship between the education system and the community environment, suggesting the need for educational policies tailored to local specifics. These policies should support not only academic performance but also the personal and social development of students.

The results of the study suggest that the majority of students exhibit a favorable attitude toward school, yet their motivation is predominantly extrinsic in nature. This extrinsic motivation is influenced by various factors, including peer relationships, extracurricular activities, rewards, and the opportunity for social integration. Intrinsic factors, such as the desire for personal development, interest in knowledge, or professional aspirations, are less representative. Concurrently, the level of academic satisfaction is moderate, influenced by the quality of relationships with teachers, school infrastructure, the limited number of educational activities, and the absence of school counseling services, interpretations that are aligned with the existing evidence from the literature. Similarly, school climate, structural factors, teacher-student relationship or other socio-economic contexts may also influence the results of the study, aspects that should be taken into consideration in future research.

In the same line of thoughts, as indicated by the findings of the literature review and as demonstrated in the subsequent analysis, there are certain patterns that must be taken into consideration when discussing educational infrastructure that is aligned with the needs of students. In this regard, it is proposed that educators may be able to exert a more significant influence on the educational process and in promoting the comprehensive integration of students into the educational environment, particularly in circumstances where support is limited and students encounter diminished educational and personal opportunities for growth and development.

The research underscores a noteworthy interdependence between the quality of education and the socio-economic conditions of rural areas, thereby highlighting the intricate relationship between the education system and the community. The dearth of adequate infrastructure, the paucity of recreational spaces, the limitation of educational resources, and the inadequacy of extracurricular activities may have a deleterious effect on students’ motivation and their level of involvement in the learning process. Concurrently, students’ responses suggest an awareness of these deficiencies and a proactive interest in enhancing community life. This interest is evidenced by proposals aimed at modernising schools, expanding educational programmes, and developing green spaces or youth clubs.

Consequently, the study presents a multifaceted perspective on the educational landscape in rural areas of Cluj County, underscoring the correlation between school motivation and student satisfaction, on the one hand, and the quality of the educational environment and the developmental level of the local community, on the other. The enhancement of this relationship through investments, educational programmes, and community partnerships may have the potential to markedly improve the quality of education and mitigate disparities between urban and rural areas.

Even though the study was conducted in Romania, in Cluj County, the model can be replicated and improved for future similar studies, due to its importance and relevancy regarding educational needs of children (in both rural and urban areas). Many European countries with centralised curricula and similar school settings face challenges regarding educational infrastructure that are related to other broader patterns observed in comparable socio-educational frameworks. Furthermore, student outcome and educational needs are a crucial phenomenon for developing countries and not only, thus it invites to dialogue, comparative and cross-national research that aims at improving educational interventions for students.

In summation of the preceding analyses, the following conclusions can be drawn: first, the modernisation and updating of educational facilities is imperative to reduce the discrepancies between urban and rural students by improving school resources such as textbooks, libraries, interactive whiteboards, larger classrooms, heating, and modernising sanitary facilities. This will precisely reduce the chances of school dropouts and prepare students (by providing the appropriate tools and techniques) for a suitable future. Secondly, there is a growing need to improve the quality of life of individuals in the community by developing green areas, playgrounds, and recreation and leisure facilities (such as restaurants and clubs). In conclusion, there are numerous areas that warrant updating and developing through the formulation of investment strategies and the attraction of funds.

Limitations and Future Research Directions

Despite its contributions, it is imperative to acknowledge the limitations of this research. Firstly, the reliance on self-report data can introduce response biases, interference from teachers or parents on children’s responses, or overall social desirability. Secondly, the sample was drawn from a specific geographical area of Romania, with a specific cultural framework. This limitation, however, is counterbalanced by the opportunity for further discussion and replication of this study. Thirdly, the utilisation of solely descriptive statistics has the potential to constrain our perspective and comprehension of the requirements of our sample population. This limitation can be addressed by incorporating a longitudinal approach in subsequent studies, thereby enabling the application of casual inferences. In addition, subsequent studies may benefit from the incorporation of samples from diverse geographical locations or counties, thereby facilitating the expansion of the research and enhancing its cross-cultural comparability and validity. Finally, the implementation of mixed methods has the potential to yield a more profound understanding of the deficiencies, obstacles, and prospects confronting students in rural areas. This approach facilitates the observation of patterns and the provision of customised and sustainable solutions.

About the Authors

Bianca Andrianu

Babeş-Bolyai University, Cluj-Napoca, Romania

andrianu.bianca@fspac.ro

Ioana Bulău-Olaru

Babeş-Bolyai University, Cluj-Napoca, Romania

ioana.olaru@fspac.ro

6. References

Administrația Prezidențială. (2018). România Educată: Rapoartele celor șapte grupuri de lucru tematice. Proiect al Președintelui României Klaus Iohannis. București.

ARACIP. (2021). Ghiduri pentru aplicarea unitară a standardelor de evaluare. Evaluarea internă și externă a stării de bine. București.

Braniște, M. (2021). The Offensive of the Creative City. The Case of Cluj-Napoca in Romania. Studies in Visual Arts and Communication – an international journal, 8(2), pp. 3-13.

Catalina, T., Ghita, S. A., Popescu, L. L. & Popescu, R. (2022). Survey and Measurements of Indoor Environmental Quality in Urban/Rural Schools Located in Romania. Int. J. Environ. Res. Public Health, 19. doi: https://doi.org/10.3390/ijerph191610219.

Centrul Național de Politici și Evaluare în Educație (CNPEE). (2023). PISA 2022. Raport național. Editura Centrului Național de Politici și Evaluare în Educație. ISBN 978-606-8966-40-3.

Chiriac, M. L. & Iațu, C. (2023). What do secondary school students in North-East Romania know and think about sustainable development?. International Research in Geographical and Environmental Education, 32(4), pp. 305-322.

Chirițescu, V., Pădurean, M. & Kruszlicika, M. (2017). Educational role in the sustainable development of Romanian rural communes. Agricultural Economics and Rural Development, 14(1), pp. 109-121.

Cismaru, D. M. & Corbu, N. (2019). The Multiple Impact of Education Gaps in Romania. In P. Dobrescu (Ed.), Development in turbulent times. The many faces of inequality within Europe (pp. 171-184). Bucharest: Springer.

Dávid-Kacsó, Á., Orzea, I., Raiu, S., & Roth, M. (coord.). (2021). Evaluarea climatului școlar. Raport de cercetare. Joining Forces România.

Dranca, D. (2013). Cluj-Napoca Metropolitan Zone: Between a Growth Pole and a Deprived Area. Transylvanian Review of Administrative Sciences, 40, pp. 49-70.

du Plessis, P. (2014). Problems and Complexities in Rural Schools: Challenges of Education and Social Development. Mediterranean Journal of Social Sciences, 5(20). doi: http://dx.doi.org/10.5901/mjss.2014.v5n20p1109.

European Commission (2025). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Retrieved from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC.

Ivan, L., Pricopie, R., Fruncaru, V., Cismaru, D. & Corbu, N. (2012). The risk of dropping education for romanian high school students. Structural factors and educational policies. Procedia-Social and Behavioral Sciences, (46), 2312-2321. doi: https://doi.org/10.1016/j.sbspro.2012.05.477.

Ministerul Educației. (2024, 11 noiembrie). Ordinul nr. 7.386/2024 pentru aprobarea Profilului și standardelor profesionale ale cadrului didactic din învățământul preuniversitar, pe etape de carieră și pe niveluri de învățământ. Monitorul Oficial al României, Partea I, nr. 1158 bis/20.XI.2024.

OECD (2025). Preparing for Demographic Change in Nord-Vest, Romania, OECD Regional Development Studies. Retrieved from https://www.oecd.org/en/publications/preparing-for-demographic-change-in-nord-vest-romania_21b50ace-en.html.

Oprea, O. M., Bujor, I. E. Cristofor, A. E., Ursache, A., Sandu, B., Lozneanu, L., Mandici, C. E., Szalontay, A. S., Gaina, M. A. & Matasariu, D. R. (2023). COVID-19 Pandemic Affects Children’s Education but Opens up a New Learning System in a Romanian Rural Area. Children, 10(92). doi: https://doi.org/10.3390/children10010092.

Petre, A. A., Dumitrache, L., Mareci, A. & Cioclu, A. (2025). The Urban–Rural Education Divide: A GIS-Based Assessment of the Spatial Accessibility of High Schools in Romania. ISPRS Int. J. Geo-Inf, 14. doi: https://doi.org/10.3390/ijgi14050183.

Popescu, A., Tindeche, C., Mărcuță, A., & Mărcuță, L. (2022). Rural areas in Romania – discrepancies versus urban areas and European Union. Scientific Papers Series Management, Economic Engineering in Agriculture and Rural Development, 22(1), pp. 515–530.

Preda, M. & Toma, E. (2021). The quality of education in rural areas from the perspective of primary and secondary school teachers. Economic Engineering in Agriculture and Rural Development, 21(2), pp. 493-498.

Săgeată, R., Dumitrică, C. & Baroiu, D. (2025). Depopulation and the Development of Peri-Urban Green Areas of Large Cities: Lessons Learned from Romania. Sustainability, 17(7). doi: https://doi.org/10.3390/su17072925.

Stafen, R. M. & Manole, A. M. (2013). Educational system gaps in Romania. Procedia-Social and Behavioral Sciences, (93), pp. 794-798. doi: https://doi.org/10.1016/j.sbspro.2013.09.281.

Tecău, A. S. (2017). Particularities of the Romanian rural education. Bulletin of the Transilvania University of Braşov, 10(59), pp. 65-72.

UNESCO (2025). Education for sustainable development. Retrieved from https://www.unesco.org/en/sustainable-development/education/need-know.

World Vision România. (2024a). Bunăstarea copilului din mediul rural: Sondaj de opinie 2024. București.

World Vision România. (2024b). Evaluarea problemelor educaționale din învățământul simultan din România: Raport descriptiv. București.

Appendix 1. Children’s questionnaire

How much do you like school?

Very much
A lot
Quite
Not very
Not at all

How satisfied are you with the following aspects of school (give a score from 1 to 5 for each, where 1 means very little and 5 means very much)? If none apply, enter 0.

Interaction with classmates
Interaction with teachers
Subjects taught
Classroom layout (desks, chairs, etc.)
Appearance of the gym
Number of extracurricular activities
Educational activity clubs
Textbooks provided
School transportation
Exchange programmes between schools
School psychologist/counselor

Are you satisfied with the teacher’s assessment?

To a very small extent
To a small extent
To some extent
To a large extent
To a very large extent

Are there any extracurricular activities? List them if there are:

Are there any educational activity clubs? List them if there are:

Is there a gym?

If so, is it functional? Can you use it for physical education classes?

What sports would you like to do at school (choose 3 options)?

Soccer
Handball
Swimming
Ski
Volleyball
Oina
Athletics
Others (please specify):________________________________________

What motivates you to go to school (teachers, classmates, subjects, etc.)? Mention at least 3 reasons:
How satisfied are you with the following aspects of the community where you live? (Give a score from 1 to 5 for each, where 1 means very dissatisfied and 5 means very satisfied). If it does not exist, enter 0.