Drawing on a socio-materialist perspective, this study analyses connections between cultural contexts, the social situatedness of learning experiences and the material artefacts in rural Chilean schools. Our focus on different dimensions of design foregrounds the ways materials and places may act together with other elements to influence human thinking, learning and action. Results show that all the schools in the study met minimal standards on physical variables (temperature, air quality, lighting, noise and safety), and that in recent times, school designs emphasise a participatory design process, which includes community consultation, and where cultural and natural aspects of the surroundings are taken into account and prioritised. Given the richness of the natural landscape and culture observed in rural areas, this paper offers original insights into the ways that educators can explore the natural environment and indigenous culture to promote meaningful situated learning and empower students in rural schools.