Reviewing China’s Unequal Education System Based on Ecological System Theory

Xining Wang (School of Education, Trinity College Dublin, College Green, Dublin 2, Ireland)
Conor McGuckin (University of Erlangen–Nürnberg, Maximiliansplatz 2 91054 Erlangen, Germany)
Chengming Zhang (Department of Education, Friedrich-Alexander-University of Erlangen–Nürnberg, Maximiliansplatz 291054 Erlangen, Germany)

Jurnal Ilmu Pendidikan
Vol. 29 No. 2 (2023)

This review examines China’s educational system the “two-track system” and rural education challenges through the lens of Bronfenbrenner's Ecology System Theory. Using a theoretical framework to review related literature can support readers in understanding the intricate interplay between societal factors, cultural influences, policy decisions, and specific issues. Therefore, this aims to understand how the ecological environment shapes rural education’s development until today, and the Ecological System Theory is used as a theoretical guidance. To find the potential answer to proposed research questions (RQ): RQ 1. What is the background of rural China and the "two-track system" of education? RQ 2. What is the difference between China's urban education and rural education? RQ 3. How does the related environment influence China's educational system? By addressing this fundamental issue, a comprehensive review is provided by following the ecology system theory from the macro-system level to the micro-system