Explaining the Comprehensive Model of Educational Justice Using the Grounded Theory Approach

Abstract

In the educational system, policymakers and decision-makers in educational planning consistently regard educational justice as a central principle of their programs. However, they often encounter numerous ambiguities and questions in interpreting this concept. In this context, the present study aims to provide a comprehensive model of educational justice, emphasizing inclusivity and considering all relevant dimensions. This model seeks to offer an appropriate response to the ambiguities and questions raised in Iran's education system regarding educational justice. This study employs a qualitative research method based on the grounded theory approach using the emergent strategy, incorporating an interpretive paradigm and an inductive approach. Data collection was conducted through in-depth semi-structured interviews with 20 experts in the field of education, with continuous attention to the criterion of theoretical saturation. The findings of this study present a multidimensional and comprehensive model of educational justice, encompassing causal factors, contextual conditions, intervening factors, strategies, and their resulting outcomes. The components of this model interact dynamically, creating a situation in which each component simultaneously influences and is influenced by the others. Furthermore, this model reflects the perspectives and mental representations of the study’s interviewees regarding educational justice. Utilizing this model not only assists educational policymakers at the macro level but also facilitates the realization of holistic justice by considering all stakeholders in the education sector.