Background and Aim: Rural schools face numerous challenges, particularly in attracting and retaining high-quality teachers. Student teachers who are motivated and possess a positive attitude can mitigate some of the negative impacts stemming from inadequate facilities and other issues prevalent in rural education. However, a lack of information about teaching in rural settings can diminish student teachers' motivation and attitudes. This research aims to explore how selective dissemination of information influences the knowledge, attitudes, and motivation of student teachers preparing to teach in rural areas.

Methods: The study employed a quantitative, quasi-experimental design. Initially, key dimensions of rural teaching were identified through literature review and converted into a questionnaire, which was validated by experts. A pre-test was administered to assess the current knowledge and attitudes of student teachers. Over two months, selective information was shared via a blog and a Telegram channel with the student teachers involved in the pre-test. The research targeted first-year students from Farhangian University of Sanandaj who participated in the summer semester of 2023. After the intervention, a post-test was conducted with 81 male and 37 female students. Data were collected through a researcher-made questionnaire and analyzed using SPSS software.

Results: Pre-test data indicated that student teachers had below-average knowledge regarding various aspects of rural teaching, including parental literacy, economic conditions, village culture, and the challenges posed by multi-grade classes and insufficient resources. The average scores for attitude components (emotional and behavioral dimensions) and motivation components were similarly low. In the post-test, scores for both attitude and motivation components improved significantly, indicating a positive shift in perceptions after the information dissemination. Notably, the statistical analysis confirmed these changes were significant, and gender differences were found to influence attitudes and motivation.

Conclusion: The selective dissemination of relevant information regarding rural teaching positively impacts student teachers' knowledge, attitudes, and motivation. This approach enhances the likelihood of student teachers voluntarily choosing to teach in rural environments and remaining in these settings for extended periods. By improving awareness and understanding of the rural teaching context, the study suggests a pathway to address some of the critical challenges faced by rural education systems.