Abstract: Against the strategic backdrop of integrated urban-rural development in China, the critical role of educational facilities as a key link in the equalization of basic public services between urban and rural areas is selfevident. However, amid the deepening trends of declining birthrates, population aging, and urbanization, a large number of rural educational facilities are facing dilemmas of closure-consolidation and transformation. Although some interdisciplinary studies have explored these issues, research findings within the planning field remain relatively fragmented. This paper conducts a systematic literature review of international rural education research over the past decade, mapping its focal points and developmental trends. The findings reveal that: 1) at the macro level, research centers on regional educational inequality and its responses; 2) at the meso level, attention shifts from the wave of rural school closures to studies of synergy and conflict in village-school relationships; 3) at the micro level, accessibility has emerged as a research consensus, with profound extensions across both spatial and non-spatial dimensions; 4) inclusivity and digitalization are becoming two major trending topics in international research. These international findings carry significant reference value for the facility planning and policy optimization of rural education in China, offering experience and implications in terms of development goals, development models, research perspectives, and transformation pathways.