The prevalence of poverty poses a critical challenge in numerous rural communities globally. The uptake of STEM careers has been recognised as a significant solution for poverty alleviation in many communities, effectively addressing the scarce skills essential for economic growth. Consequently, it is essential that students from rural areas are motivated to engage with these subjects in school and provided with the necessary support to excel in them, enabling them to meet the requirements for future STEM careers. This study utilised a systematic literature review to analyse data from peer-reviewed journal articles and conference proceedings published in the last ten years, either originally written or translated into English. Following the organisation of data into themes, a descriptive analysis was employed to elucidate the trends identified. The study's findings indicate that, despite existing research on STEM education in rural areas, the issue of low enrolment in STEM subjects at rural schools continues to be a challenge. This suggests that the involvement of students from rural areas in STEM careers is limited, resulting in a reduced number of professionals in these fields and consequently hindering any potential positive impact on quality of life. Due to the obstacles impacting STEM education in rural regions, even those rural students who excel in STEM fields often find themselves moving away from their communities to pursue careers in more prosperous locations. This study aims to enhance understanding of how rural life can be improved through the engagement of learners in STEM education at schools. We suggest that education policymakers should implement significant changes in the STEM curriculum to take into account the contextual factors impacting rural communities.

Keywords: Contributions, participation, quality of life, rural communities, STEM education.