Rural educators face persistent structural barriers to accessing professional development that supports instructional change, particularly in disciplines such as engineering that require specialized knowledge and resources. This study examines a needs-driven professional development initiative designed to support rural K–12 educators in integrating engineering concepts through a school–university partnership in Southwest Virginia. Using a mixed-methods needs assessment consisting of a regional survey and in-depth interviews with teachers and administrators, we identified key challenges related to professional development access, relevance, and sustainability. These findings informed the design of a two-day professional development workshop grounded in place-based education and teacher pedagogical choice. Results highlight educators’ preferences for contextually relevant, hands-on learning experiences and the importance of ongoing support and professional community-building. While situated in a rural region, the findings have broader implications for professional development policy and practice across diverse educational settings. By explicitly examining how needs assessment findings were translated into professional development design decisions, this study contributes practice-based evidence for creating more equitable and context-responsive professional learning models.
Glisson et al. (2026) studied this question.