What it means to be a rural school in Europe

There are many difficulties that pupils of rural schools experience. Some are practical, such as the long distances they have to travel to access education or go to the library. Others are structural, such as teacher turnover or lack of innovation due to teachers remaining in their comfort zone without external stimuli. Some difficulties are inherent to the educational field, such as a lack of comparison and experience with different backgrounds, and a lack of opportunities to understand the complex globalised world.

On the other hand, if managed with the proper awareness and resilience, a rural school also offers many opportunities that can support meaningful learning. Rural schools generally have a beautiful natural environment that can provide a wealth of educational opportunities. They have a small number of pupils and therefore closer and more constructive relationships with their families. Also, support networks with communities and stakeholders can be built up more quickly. In fact, in small contexts, the school is well regarded and cherished by the community, since it is seen as crucial for the future of its inhabitants. In addition, in multi-grade classes – a reality still frequent in particularly isolated areas – you can really start competence-oriented didactics with continuous actions of peer tutoring and peer mentoring among kids.

While the territorial reality of a rural school cannot be changed, there is much that can be done to overcome the difficulties associated with isolation. Comparisons, connections and opportunities to develop 21st-century skills are not taken for granted by those who live in rural areas, but are essential for them to be able to interface with the globalised world and to have equal educational opportunities. Europeanisation is fundamental for rural schools, because it provides opportunities to meet all pupils’ and teachers’ needs.

Image: IC Bobbio

This is what we in IC Bobbio have been able to experience in our reality as a small-scale rural school. In a few years, thanks to a well-structured Europeanisation process, which we combined with other national ministerial actions, it was possible to create all the educational opportunities that isolation had previously precluded.

The training and interaction gained through eTwinning, Erasmus and European MOOCs have enabled teachers to update their teaching strategies and to modify their school concept, from knowledge-oriented to competence-oriented, from curriculum-centred to student-centred. These pathways have led to the development of a common vision that places European citizenship at the core of the school curriculum. Europeanisation has also brought about a clear integration of ICT in the true sense of the acronym, offering students the possibility to get in touch with pupils in other realities, to get informed, to develop critical thinking and to use technology proactively.

Image: IC Bobbio

Nowadays, being a rural school with a well-established Europeanisation path means being really aware of the students’ educational needs. It means that teachers are trained and competent, open to comparison, and capable of helping pupils to acquire the necessary skills. It also means adding connections, exchanges, innovation and openness to the assets of rural schools: the slow lifestyle, wonderful nature, small classes, and greater opportunities for school staff to mingle with families. Furthermore, rural schools’ smaller size and closer support networks make it easier for them to generate systemic innovation.

However, all of this is achieved through effective communication and meaningful storytelling, which are necessary (but not always understood) conditions. In order to guarantee a high impact of the Europeanisation process on rural schools, it must be disseminated, formalised and regenerated. This is what the Movement of Piccole Scuole INDIRE is doing in Italy for the many rural schools distributed throughout the country. And this is what eTwinning ambassadors like myself do, with continuous mentoring actions, to support both rural and large schools in developing Europeanisation processes.

Vittoria Volterrani (@vittovolte) is a primary school teacher. She has been an eTwinning ambassador since 2013 and part of the Marconi IST USR-ER Service since 2016; she is a Europeana User Group Teacher and a teacher trainer. She deals with Europeanisation, Innovation, Active Methodologies, Digital Technologies, Social and Emotional Learning and English Language Didactics.