Identifying the Indicators of Effective Education for Reducing Social Inequalities

Abstract

This study aimed to identify the key indicators of effective education in reducing social inequalities from the perspective of educational and social justice experts. A qualitative research design using content analysis was adopted. Data were collected through semi-structured interviews with 24 participants, including experts in education, curriculum planning, sociology of education, and social equity in Tehran. Purposeful sampling was used, and interviews continued until theoretical saturation was achieved. Data were analyzed and coded using NVivo 12 software. The data analysis resulted in three main themes: “Educational Justice,” “Social Empowerment through Education,” and “Structural and Policy-Oriented Strategies in Education.” Subthemes included equal access to educational resources, inclusive curricula, family engagement, teacher training for equity, life skills education, and equity-oriented policymaking. Participants emphasized that education can only reduce social inequalities when it is context-sensitive, participatory, and justice-oriented. The findings suggest that achieving effective education for reducing social inequalities requires structural reforms in policies, curriculum content, management systems, and teacher roles. Establishing monitoring systems for educational equity, focusing on social skill-building, and decentralizing educational governance are key strategies to achieve this goal.