Exploring Dimensions of Educational Equity from the Perspective of Students Living in Iran’s Border Regions
Keywords:
educational equity, border regions, studentsAbstract
This study aimed to explore the dimensions of educational equity from the perspective of students residing in Iran’s border regions. This qualitative study employed content analysis. Data were collected through semi-structured interviews with 24 secondary school students living in border areas until theoretical saturation was achieved. Data were analyzed using NVivo software with open, axial, and selective coding to extract main themes. The results revealed that educational equity is experienced across four dimensions: access, quality of education, treatment and attitudes, and future opportunities. Students faced challenges including long distances to school, lack of educational facilities, ethnic and gender discrimination, and limited counseling and academic opportunities. These factors decreased their motivation and participation in education and reinforced feelings of injustice and inequality. Achieving educational equity in Iran’s border regions requires targeted and localized policies focusing on removing structural barriers, respecting cultural and ethnic characteristics, and enhancing academic and vocational opportunities. Attending to students’ voices and equitable redistribution of resources can be crucial steps toward improving the quality and fairness of education in border areas
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