Rural students need support to bridge school-university gap

Rural Pakistani students face significant challenges as they transition to university life. My recent study, co-authored with Nazia Suleman and published in Cogent Education, explores the academic and social hurdles these students encounter, highlighting the broader implications for higher education accessibility and support.

Academic and social struggles

Transitioning to university is a critical phase in a student’s educational journey, often marked by substantial adjustments. For rural Pakistani students, this transition is particularly fraught with difficulties. The study reveals that these students experience a stark mismatch between the academic skills and social norms they bring from their rural backgrounds and those required in the university environment.

Students from rural areas often rely on rote memorisation in school, which does not prepare them for the deep learning approaches needed in university. This learning habit, coupled with inadequate English language proficiency and poor study management skills, results in academic struggles and increased stress.

Learning habits and academic skills

The study found that the rote memorisation was inadequate for the critical thinking and comprehensive understanding required at the university level. One student expressed frustration, stating: “Memorising just select information was not very helpful. I needed to really understand the contents of the syllabus. I needed to know the concepts and memorisation was not a solution.”

Additionally, many students struggled with time management and self-directed learning. The structured, teacher-guided environment of their schools left them unprepared for the autonomy and responsibility expected in university. “In school, I did not worry about anything. We were just told what to do by our teachers. But here, I needed to keep track of everything myself,” another student said.

English language proficiency

English language proficiency emerged as a significant barrier. Despite being an official language in Pakistan, many rural students found themselves ill-equipped to handle courses taught entirely in English. This led to heightened anxiety and poor academic performance.

One student recalled: “Studying all courses in English, and doing assignments, tests and exams in English were a very serious challenge for me. In school, we spoke our local language all the time.”

Social integration issues

Beyond academics, rural students also face substantial social challenges. The study highlights issues of gender norms and social behaviour that differ markedly from the university culture.

Many students struggled with mixed-gender interactions, having come from conservative backgrounds where such interactions were limited. “Adapting to a mixed-gender environment was very challenging,” said one student. “I had to be very careful and behave properly, which added to my stress.”

Additionally, these students often faced ridicule and discrimination from their urban peers due to their rural background, further complicating their social integration. One student recounted being derogatorily called a “paindo” (villager) and feeling out of place due to their traditional attire and mannerisms.

Resilience and support

Despite these challenges, the study also highlights the resilience of these students. Many expressed a sense of elation and achievement upon being accepted into university, which boosted their self-confidence and motivation to overcome obstacles. “I was very happy and content with my life after admission. Even if I faced some difficulties, I did not care,” said one student.

Faculty support played a crucial role in helping students navigate their transition. “Our faculty was always available to guide us. We did not need to wait for office hours; we could talk to them about our problems anywhere,” noted another participant.

Inclusive policies

The findings underscore the need for universities to develop formal support systems tailored to the needs of rural students. Such interventions could include orientation programmes, academic support workshops and counselling services to help bridge the gap between rural schooling and university demands.

In our paper we call for more inclusive policies to ensure that students from all backgrounds can thrive in higher education.

Universities must recognise the unique challenges faced by rural students and provide the necessary support to facilitate their successful integration. This study not only highlights the struggles of rural Pakistani students but also serves as a call to action for educational institutions to create a more equitable and supportive learning environment for all students.

Hamid Ali Khan is an assistant professor of EAP (English for academic purposes) at the School of Arts and Sciences of the University of Central Asia in Kyrgyzstan. Hamid holds a Doctor of Education (TESOL) degree from the University of Exeter, United Kingdom.

This article is a commentary. Commentary articles are the opinion of the author and do not necessarily reflect the views of University World News.