Plithogenic-Neutrosophic Rough Number for Reimagining Rural Education: Quality Evaluation of Early Childhood Programs

Abstract

Early childhood education (ECE) is crucial to rural rehabilitation because it promotes 
sustainable and equitable development in underprivileged areas. Using an evaluation approach, 
this study provides a thorough assessment of the caliber of early development programs in rural 
regions. Four primary characteristics are the focus of the assessment: community and family 
participation, curriculum relevance and delivery, teacher qualification and training, and 
infrastructure quality. To ascertain their efficacy and contextual fit, six different rural ECE 
program models, from mobile units to cooperative-funded schools, were examined using both 
qualitative and quantitative methods. To develop a comparison framework, the study used field 
observations, stakeholder comments, and performance indicators. This study uses the 
Plithogenic-Neutrosophic Rough Number to overcome uncertainty information. The findings 
show notable differences in program quality and emphasize the role that community integration, 
instructor readiness, and localized design play in fostering successful educational outcomes. In 
line with national rural regeneration aims, this study aids in the planning, policy-making, and 
strategic development of rural early learning environments. 

DOI: 10.5281/zenodo.16117558