Tibetan regions in China face development and economic challenges due to geographical isolation, lacking major industries and relying mainly on agriculture. Despite recent developments in various sectors, extreme poverty persists, exacerbated by limited employment opportunities. The Chinese government's 13th Five-Year Plan aimed to address this by aiding over 70 million people. However, extreme poverty in rural areas forces many children into labor instead of education, posing a significant educational challenge.

Educational disparities in rural Tibetan regions of China stem from inadequate funding and poor teaching quality. According to Figure 2, less than 2% of China's educational budget is allocated to Tibet, primarily to urban areas, leaving rural schools under-resourced. This lack of resources hampers the quality of education and limits students' access to learning opportunities. Additionally, the few available teachers, often older, struggle to offer personalized attention, further disadvantaging students who also need to support their families. This represents a significant challenge for rural Tibetan students.

Educational Undervaluation within the Family Structure

The cultural misalignment and language barriers experienced by students from the rural Tibetan regions of China is another major issue experienced by them. In fact, most people residing in these regions belong to ethnic minority groups with their own languages and cultural beliefs . However, the education provided to them is characterized by the national language and culture of China. Hence, the students often find it extremely difficult to relate with the education that is being offered to them since it is not in synchronicity with the languages and the cultural notions followed by them. The resultant effect of this is that many students drop their education because of the language and cultural issues experienced by them. Thus, this is a major challenge related to educational disparity in the rural Tibetan regions of China.