This paper examines educational transformation in rural schools in Catalonia through a multidimensional framework that integrates pedagogical, digital, and environmental perspectives. The study is part of the project Transforming Rural Education: A Three-Dimensional Perspective, which explores how rural schools balance innovation with the preservation of local identity and strong community ties. Using a convergent mixed-methods design, the research draws on data from 76 principals of public rural schools in Catalonia and combines Bayesian regression analysis with thematic analysis to identify the leadership practices, opportunities, and barriers shaping school transformation. Findings show that rural schools are advancing toward more personalized, inclusive, and community-connected educational models, while also incorporating digital tools and natural environments as key resources for teaching and learning. Leadership emerges as a central driver of change, particularly through practices that foster community participation, pedagogical innovation, and links with the local environment. At the same time, the study identifies persistent barriers, including teacher turnover, lack of time for coordination, uneven digital infrastructure, and limited opportunities for context-specific professional development. The paper argues that educational transformation in rural contexts must be understood as a context-sensitive and multidimensional process, and it highlights the need for tailored leadership training, equitable digital policies, and sustainable school-community partnerships.

Authors:
Marta López-Costa, Universitat Oberta Catalunya, Spain

About the Presenter(s)
Dra Marta López, full orofessor at the UOC's Faculty of Psychology and Education Sciences. Principal investigator of the GREDU research group

Connect on Linkedin
https://www.linkedin.com/in/martalopezcosta/

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