Rural poverty continues to be one of the most pressing challenges confronting Third World countries, where economic deprivation, geographical isolation, and social inequalities intersect to shape educational opportunities (UNESCO, 2021; World Bank, 2020). This study explores the intricate relationship between poverty and education from a geographical viewpoint, emphasizing how spatial disparities affect access, quality, and outcomes in rural education (Chambers, 2014; Mabogunje, 2018). It examines the role of socio-economic structures, infrastructural deficiencies, and cultural transformations in perpetuating educational inequality (Sen, 1999; De Janvry & Sadoulet, 2010).

Through comparative analysis of selected rural regions, the research seeks to reveal how geographical factors such as location, environment, and spatial accessibility influence both the provision of educational facilities and learners’ performance (Harvey, 2006; Massey, 2005). The study also highlights how modernization and cultural shifts—including changing livelihood patterns, migration, and gender norms—redefine educational aspirations in rural communities (Appadurai, 1996; Kabeer, 2015; Tilak, 2018).

By integrating developmental geography with cultural analysis, this research contributes to a nuanced understanding of the interplay between poverty and education in the Global South. The findings are expected to inform inclusive development and equitable education policies aligned with the Sustainable Development Goals (UNDP, 2022; Sachs, 2015; UNESCO, 2023), offering strategic insights for sustainable rural transformation.