The hidden concerns of convergence and divergence in the effectiveness of Science education resource allocation at county-level primary schools: a diachronic comparison based on China’s 2018 and 2025 county-level data

Abstract: Problem. The frequent introduction of science education policies aims to enhance the efficiency of resource allocation. After seven years of policy implementation, it is essential to assess the actual changes and distinctive features in the allocation of science education resources at county-level primary schools. Aim. The aim of this study is to reveal the changing trends in the allocation of science education resources in county-level primary schools and the underlying logic of convergence and divergence in policy effectiveness, using a diachronic comparative method based on 2018 and 2025 county-level data, and to provide empirical evidence for optimizing resource allocation and promoting high-quality balanced development. Methods. This study conducted an investigation using county-level data from 13 regions in Heilongjiang Province in China for the years 2018 and 2025. Using data from science education in county-level primary schools, an independent samples T-test was conducted to analyze the effectiveness of resource allocation for science education. Results. The research findings indicate: (1) textual resources for science education at the county-level have been enhanced; (2) the environmental resources for science education at the county-level have stabilized; (3) while the quantity of human resources in science education at the county-level has generally increased, regional disparities in quality improvement remain significant; (4) science education in the county schools receives substantial social support, while improvements in social support for towns and villages schools are less pronounced. Conclusions. The effectiveness of allocating science education resources in county-level primary schools exhibits both converging and diverging patterns.