As a vital component of rural education,rural schoolsbear the significant mission of cultivating talent for the new era in rural areas and serve as a key force in promoting the comprehensive development of rural society.Localized labor education, as a pedagogical model with profound potential,not only contributes to the integration of five-domain in education for ruralstudents and promotes the distinctive development of rural schools but also,byenhancing cultural identity with their native land,facilitates the comprehensive revitalization and sustainable development of rural communities.However,in the specific implementation process of localized labor education,rural schools face numerous dilemmas and challenges.These include constraints by traditional perceptions leading to a lack of educational function,weak professional teachingstaff diminishing instructional effectiveness,an unbalanced evaluation system resulting in insufficient social recognition,and rigid teaching models that limit innovative thinking,among others.To fully realize the value and efficacy of localized labor education,it is necessary not only to root labor education in local culture but also to inject a continuous endogenous drive for its developmentin rural schools through reform measures such as developing a curriculum system,providing talent support,sharing the outcomes of labor,and constructing spacesfor innovative thinking.