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<p>Achieving equitable preschool education is critical for meeting Sustainable Development Goal 4 (SDG 4), yet persistent disparities in teacher capacity and resource allocation challenge this objective in China. This study evaluates provincial preschool education quality from 2010 to 2020 using an entropy-weighted index system (11 indicators across 5 dimensions) and geographical detector analysis. Key findings reveal: 1) The national preschool education quality index increased from 1.35 to 1.86 (2010–2020). Rural progress lagged urban areas, primarily from teacher qualification gaps (college degree: rural 0.79 vs. urban 0.89); 2) The most significant factor influencing the preschool education quality was teacher qualifications and academic credentials. During the interactive detection process, the combination of the gross enrollment rate and teacher academic credentials demonstrated the most significant interactive effect, with the student–teacher ratio later emerging as a key limiting factor; 3) Urban–rural student–teacher ratios narrowed from 56.5:1 to 21.4:1 in rural areas, yet remained higher than urban ratios (15.4:1). Fiscal investment disparities persisted, evidenced by a reduction in provincial funding variation (coefficient of variation: 0.94 → 0.39). These results underscore the need for targeted teacher capacity-building and redistributive funding mechanisms to advance SDG 4.2. The methodology provides a replicable framework for monitoring equity in preschool education systems under the Education for Sustainable Development agenda.</p>

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China’s preschool education quality equity dynamics via mixed geographical analysis for sustainable development

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月10日

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  • Ziwei Pei,
  • Shihua Zhu

摘要

Achieving equitable preschool education is critical for meeting Sustainable Development Goal 4 (SDG 4), yet persistent disparities in teacher capacity and resource allocation challenge this objective in China. This study evaluates provincial preschool education quality from 2010 to 2020 using an entropy-weighted index system (11 indicators across 5 dimensions) and geographical detector analysis. Key findings reveal: 1) The national preschool education quality index increased from 1.35 to 1.86 (2010–2020). Rural progress lagged urban areas, primarily from teacher qualification gaps (college degree: rural 0.79 vs. urban 0.89); 2) The most significant factor influencing the preschool education quality was teacher qualifications and academic credentials. During the interactive detection process, the combination of the gross enrollment rate and teacher academic credentials demonstrated the most significant interactive effect, with the student–teacher ratio later emerging as a key limiting factor; 3) Urban–rural student–teacher ratios narrowed from 56.5:1 to 21.4:1 in rural areas, yet remained higher than urban ratios (15.4:1). Fiscal investment disparities persisted, evidenced by a reduction in provincial funding variation (coefficient of variation: 0.94 → 0.39). These results underscore the need for targeted teacher capacity-building and redistributive funding mechanisms to advance SDG 4.2. The methodology provides a replicable framework for monitoring equity in preschool education systems under the Education for Sustainable Development agenda.