Building a New Pattern of School-Family-Society Collaborative Education Through Research Study Tours ——Practical Pathways for County-Level Educational Consortiums under Population Changes

Changes in school-age population size and urban-rural distribution challenge the traditional school-only education model. As a bridge between classroom teaching and social practice, research study tours integrate families, schools, and society into a collaborative community through authentic situations, task-driven inquiry, and multi-agent participation. Taking Baiquan County as a case, this paper builds a resource-transformation framework covering “red culture, ecological education, science and technology, and cultural inheritance” based on collaborative governance and situated learning theories. It defines the hub role of county teacher training institutions in curriculum design, teacher empowerment, and resource coordination, and constructs a closed loop of “consortium coordination, stage-based curriculum, dual-teacher implementation, family involvement, social support, and evaluation feedback.” Rather than treating study practice as a direct solution to population problems, this paper takes it as a collaborative pathway for optimizing county-level education supply under demographic changes, and proposes that study-tour-based school-family-society collaboration promises to expand education supply, alleviate rural resource constraints, and improve practical education outcomes, providing a reference pathway design for county-level educational consortiums.