educational justice

Academic self-efficacy is a crucial variable for the academic success of students. This study aimed to determine the relationship between career aspirations and academic self-efficacy, considering the moderating roles of educational justice and career decision-making self-efficacy among students in Wasit City, Iraq. The research employed a correlational design, and the statistical population consisted of students enrolled in universities in Wasit City, Iraq, during the spring and summer of 1403 (summer of 2024). From this population, 250 students were selected through convenience sampling and subsequently responded to three questionnaires: the Career Aspirations Questionnaire (Danziger et al., 2008), the Academic Self-Efficacy Questionnaire (Midgley et al., 2000), the Educational Justice Questionnaire (Golparvar, 2010), and the Career Decision-Making Self-Efficacy Questionnaire (Betz et al., 1996). The research data were analyzed using Pearson's correlation coefficient and hierarchical regression analysis through SPSS version 26. The results indicated that among the eight components of career aspirations, educational justice only moderated the relationship between security and stability with academic self-efficacy, and career decision-making self-efficacy only moderated the relationship between technical and functional competence with academic self-efficacy (p < 0.05 and p < 0.01). Based on the findings of the present study, the roles of career aspirations, educational justice, and career decision-making self-efficacy should be considered in academic environments to enhance students' academic success.

Justice, along with freedom, is one of the most important human values. Governments, societies, organizations and social institutions gain their legitimacy from justice. In the field of education, the world community is moving towards the implementation of the paradigm of "higher education for all" in order to achieve justice. This approach considers higher education as a right for individuals. One of the most important steps to promote justice is to identify and determine its indicators so that policy making, planning and evaluation can be done in a way that can result in improvement of justice in higher education based on those indicators. Therefore, the purpose of this study is to introduce and to classify the indices and indicators of justice in higher education. By doing so, officials can think more coherently about justice in higher education.

The present research is a descriptive-analytical study. Collecting research data was done by using two methods of documentary research and focus group. In this research, seven higher education officials and managers as well as experts with specializations in higher education, educational management, economics and educational philosophy participated as members of the focus group, and their opinions were collected during two sessions. Data analysis was done using the content analysis method until reaching the theoretical saturation. Finally, the justice indicators were divided into four categories and 50 indicators.

Justice indices categorized in four groups: a) individual index (student) with 16 indicators, b) organizational index (university and higher education institutions) with 7 indicators, c) financial and economic index (micro and macro level) with 10 indicators, and d) the comparative index (international comparison) with 17 indicators.

A fair higher education system can have two main approaches: a) trying to reduce the difference between individuals, groups and organizations, and b) maximizing the minimum. At the same time, as long as a society is based on unequal structures in obtaining privileged political, economic and social opportunities, we cannot speak of justice in higher education. Fair reforms by using the four indicators listed in this article will bring complete results when other political, economic and social areas are also reformed at the same time.

One of the most significant subsets and manifestations of justice is the discussion of justice within the educational system and the distribution of educational resources and opportunities. Educational justice, according to the Constitution, is recognized as a universal right, need, and opportunity, and the Islamic Republic of Iran is obligated to provide it within the framework of the law. According to the Fundamental Transformation Document of Education, justice is realized in educational environments when learners can achieve the various objectives of different educational domains. In this context, the aim of the present study is to explore the strategies for achieving educational justice as articulated in the statements of the Supreme Leader, with a particular focus on his emphasis on justice. Furthermore, the status of educational justice indicators following the Islamic Revolution is elucidated. In this research, using the method of inductive qualitative content analysis, the overarching and foundational themes were identified, and within each overarching theme, statistical information was provided to explain the progress of the current system. Overall, the indicators of educational and pedagogical justice from the Supreme Leader's perspective encompass four overarching themes and twenty-two foundational themes. The overarching themes identified include: accessibility of educational opportunities for all, enhancementof educational facilities, attention to talents and interests, and the elimination of gender discrimination. The most important foundational themes include: equitable distribution of educational opportunities, expansion of knowledge dissemination, improvement of school quality, fair and rational allocation of resources, strengthening of public schools, no distinction between girls and boys in education, attention to elites, and planning for diverse talents.

This research was conducted with the aim of identifying the components of educational justice in the upstream documents of the Islamic Republic of Iran using the qualitative content analysis research method. The statistical population of the research is the document of the fundamental transformation of education, the national curriculum, the comprehensive scientific map of the country, the constitution of the Islamic Republic of Iran, as well as the law of the sixth five-year economic, social and cultural development plan of the Islamic Republic of Iran, which are among the most important official documents in iran. According to the purpose of the research, all documents were studied as the target population and sampling was not used. The identified components of educational justice were finally categorized into 5 overarching general themes, which include attention to justice in curriculum elements, fair empowerment, coverage of all audiences, fair management and distribution of resources, and attention to criticism and strengthening the spirit of justice. Which,These themes include 20 organizing themes and 91 basic themes. In order to achieve educational justice in the design and formulation of programs, attention should be paid to these components so that all learners in all regions of the country can benefit from educational opportunities in a fair way.

The present research was conducted with the aim of studying phenomenological cognitive justice in virtual learning environment in higher education. The research approach was qualitative and the method used was phenomenology.

Purposive sampling is a combination of two methods of criterion collection and accessible with the theoretical saturation rule. The participants of the research were 30 graduate students pedagogy at  Bu-Ali Sina University in the years 1397 to 1399. The data were analyzed using MAXQDA 10 software.

The findings showed that students faced various issues in each dimension of educational justice. In the distributive justice dimension, issues related to planning and implementation, necessary knowledge and skills, evaluation, virtual learning infrastructure, media literacy, and interactive level were identified. In the procedural justice dimension, issues related to evaluation and justice in providing educational services were identified. In the interactional justice dimension, issues related to behavior, technical difficulties, and environmental stimuli were identified.

Based on the findings, success in virtual learning requires excellent communication skills, design and planning, and active participation of learners and teachers.

The purpose of the study was identifying the challenges of public normal schools based on educational and educational justice.

The current research was applied in terms of its purpose and qualitative in terms of how to collect data, which was done using thematic analysis. The research population included the principals of public schools of the second secondary level in Semnan city in the academic year 2023-2024, and sampling was done using a Purposive sampling non-probability method. Data collection continued until theoretical data saturation and 44 semi-structured interviews were conducted.

Data coding was done manually and the result of data analysis led to the identification of 323 basic themes, 27 organizing themes in the field of challenges of public schools which were classified in the form of five global themes, including 1.political challenge, 2. administrative challenge, 3. financial challenge, 4. structural challenge, 5. manpower challenge.

The results of the study showed that the proposed solutions are effective for providing and expanding equal opportunities and educational justice.

Justice is one of the most critical axes of governance in the second step of the Islamic Revolution. The implementation of justice is a procedural matter and includes various components, among them the education of justice-seeking individuals. Since the primary mission of education is inherently educational, an equitable approach to education in line with the governance principles of the Islamic Revolution is necessary. The aim of this study is to examine the position of justice in the supreme documents of education using a qualitative approach and content analysis method. The findings show that the concept of justice, including Mahdavi justice, global justice dissemination, ethical justice, educational justice, distributive justice, situational justice, and gender justice, has been employed in various sections of the documents. Educational justice has been examined with a legal approach, and the sub-systems of the Fundamental Transformation Document have not established a meaningful connection with the concept of justice in the document's objectives. Although the inclination towards justice is innate, understanding, insight, and just actions require education and training along with an executable roadmap. It is suggested that the Fundamental Transformation Document be revised with a focus on nurturing justice-oriented individuals and that a comprehensive educational program covering cognitive, emotional, and behavioral dimensions be developed and implemented. The principle of justice can significantly influence all aspects of the education system and play a vital role in its processes.

In order to help with the establishment of educational justice, one must first identify the causal factors and their constituents. To this end, a categorized random sample of 924 high school seniors from among all such students in 22 counties in Mazandaran province was selected and given a questionnaire of acceptable validity and reliability. Data analyses show inequality among different counties. Educational/institutional factors play the major role in this inequality, while factors related to the individual and his/her family have the least direct impact. Considering these results, the provincial department of education needs to review and reform many of the programs and improve all aspects of the educational system.

The present study was conducted to design a model of cyber citizenship behavior using information and communication technology and educational justice.

Exploratory mixed research method, statistical population in the qualitative section, senior and middle managers of the education system, professors of educational and public management in higher education centers and experts in the field of organizational behavior and technology and in the quantitative section of school teachers The second high school in Mazandaran province, there were 6420 people in 400 schools. In the qualitative part of the snowball sampling method, 20 people and in the quantitative part with the relative cluster sampling method based on the Cochran's formula, 364 people were selected. Data in the qualitative part were extracted through Delphi technique with semi-structured and structured questionnaire in four rounds and in the quantitative part through structural equation modeling with 92-item questionnaire. To determine the validity and reliability in the qualitative stage, the necessary tests including acceptability and capability were used and in the quantitative stage, the validity of the questionnaires was confirmed by three methods formal, content and structure. Reliability was confirmed by three methods factor load coefficients, Cronbach's alpha and combined reliability. SPSS and AMOS software were used to analyze the data.

Qualitative findings showed that "cyber citizenship behavior" had eight components, "educational justice" had seven components and "ICT application" had eight components. The results of the quantitative section showed that cyber citizenship behavior with educational justice and the use of information and communication technology and educational justice with the use of technology, had a significant and positive relationship and educational justice in the relationship between cyber citizenship behavior with educational justice and technology application, mediated role.

Developing a model of cyber citizenship behavior, application of information and communication technology and educational justice, helps schools to move towards justice and the use of new technologies.

Background and

When people with equal roles and positions gain unequal benefits, discrimination has occurred. the feeling of discrimination also exists in all societies and organizations, including in education. The present study has investigated the teachers' lived experiences of discrimination in education in Mahenshan county.

The research approach is qualitative, by using phenomenological method with a criteria-based sampling method, a number of teachers who had experience of discrimination in their work place were selected as the study population and semi structural -interviews. In total, in this research, interviews were conducted with fifteen teachers from Mahenshan county as participants. After conducting the interviews, the obtained data were analyzed using the phenomenological method based on Granheim's model (2004); In order to check the validity and guarantee the scientific accuracy of the research process and results, the criteria of researcher self-review and member checking, were used.

Findings shows that; Lack of attention to the welfare of teachers (with 4 categories), the influence of politics in selecting people for positions (with 2 categories), injustice in the organization and transfer of teachers (with 2 categories), discrimination in paying overtime (1 category), injustice in the distribution of facilities between Schools (with 2 categories), ignoring the image of the teacher (with 1 category), shows the existence of injustice and discrimination in the desired educational area.Discussion and

In order to achieve justice in education at Mahenshan couty It is necessary: fair distribution of educated manpower and experienced teachers, avoiding politicization of management and institutionalizing stability of management, creating a suitable environment for teachers to benefit from favorable facilities and creating opportunities to continue the education of educators.

The purpose of the present research is to analyze the principle of justice in teachers’ professional ethics and its application in practical circumstances. The research method is descriptive-analytic. After studying the concept of justice, the study has dealt with the conceptual components such as aspects and levels of justice. Then, it has analyzed this concept within the most important practical circumstances of the teaching profession as well as intrapersonal and interpersonal relations at school. The research results indicate the significance of justice as the most wide-spread moral principle in teaching professional contexts and approves its role in a wide range of circumstances including inside and outside classroom as well as different relations (teacher relation with him/herself, students, colleagues, and also organizational justice in a more wide-spread range). Accordingly, identification of different aspects and levels of justice and awareness of the contexts in which educational justice should take place have an effective role in the betterment of intrapersonal and interpersonal relations at school and pave the way for creating effective teachers, effective teaching, and effective school.

Educational justice is legally guaranteed for everyone without any discrimination, and governments are obliged to support educational justice and put it into practice. This issue has also been reflected in Iran's laws. The present research method is descriptive-correlational of structural equation type. The statistical population of the qualitative research is the elite teaching and research faculty members who were selected through interviews from 30 faculty members of Islamic Azad University branches in Mazandaran province. The quantitative part of the research was conducted using a researcher-made questionnaire administered to 280 people. SPSS 26 and PLS 3 were used for analysis. Using the coding method of qualitative content analysis based on interviews, identification and classification were done. Using structural equation modeling, the effectiveness weights have been obtained. The results showed that all the components of educational justice were identified and their significance was confirmed in the study, and the model of educational justice in Iranian law was explained by examining the themes and concepts. Also, the results show that the justice of education in Iran's legal system is not flawless but requires careful review and modification

IntroductionThe purpose of this study is to identify and rank the key factors affecting educational justice and present an appropriate model in Ahwaz University of Medical Sciences. The statistical population of this study includes experts, professors, students and administrators of Ahwaz University of Medical Sciences in the academic year 1399-1400, which according to the latest statistics is 6580 people. The Cochran's formula is used to determine the sample size, which is distributed and collected by stratified random sampling. According to the Cochran's formula, at an error level of 0.05, the number of sample members was determined to be 362. The research method was descriptive and survey type.MethodTo collect information, a researcher-made questionnaire was used, the validity of which was calculated by Delphi technique and its reliability was calculated based on Cronbach's alpha of 0.87.ResultsAfter performing factor analysis on the test, 40 items of educational justice were identified in 6 main components of policy-making, planning, manpower, facilities, service distribution and organizational culture and atmosphere. Among the dimensions of educational justice, after policy, the first rank was followed by planning, manpower, facilities, and distribution of services, second to fifth. Organizational culture and atmosphere is also in the sixth place. The result of Friedman test also shows a significant difference in dimensional ranking.DiscussionEquality of opportunity in the macro dimension carries with it a kind of humanistic and justice-seeking perspective that is often seen as an indicator of a developed society. But in the micro dimension, equality of opportunity and educational justice are tools and mechanisms that lead to the flourishing of creative ideas and the possibility of cultivating capability for all equally.The findings of the present study show that it is not possible to establish full educational justice and only inequalities in the educational system can be reduced. Therefore, as long as there is deprivation, there is no justice. The common denominator of all these views is that educational justice means equal opportunity for access to education and equitable distribution of facilities.

Education is considered as the pillar of development and progress of any country and the teacher has a fundamental role in this structure, and that is why improving the performance of teachers is an important issue. The current research was carried out with the aim of providing a model to improve the level of teachers' professional performance based on educational justice. This research was carried out using a mixed quantitative and qualitative method; In the qualitative part, using the foundational data theory method and using the opinions of 14 scientific and executive experts in the field of educational management and primary education experts, the components and indicators of the identification model and the hypothetical research model have been drawn. Quantitative part was carried out in a descriptive way and in the form of a survey and using a researcher questionnaire, the required data was collected from among 200 elementary school teachers in Bojnord city as a statistical population and using the method of structural equations using software. Amos software has been analyzed. The findings of the research show that educational justice has a positive and significant effect on teachers' job performance, and the prepared model is an acceptable model.

The current research was conducted with the aim of identifying and prioritizing the components of cyber citizenship behavior, information and communication technology, and educational justice in the educational system and their relationship with each other. The mixed research method was exploratory and was carried out in three steps: qualitative-quantitative and prioritization. The statistical community in the qualitative section, education system managers, faculty members in higher education centers, in the quantitative section, teachers of the second year secondary schools of Mazandaran, in 400 schools with a total of 6420 people, and in the priority setting section, faculty members and higher education managers. and the breeding of Mazandaran province. In the qualitative part of the non-random "targeted" sampling method, 20 people were selected, in the quantitative part, 364 people were selected using the relative cluster method based on Cochran's formula, and in the prioritization part, 25 people were selected using the targeted method. . Data were extracted in the qualitative part through the Delphi technique with semi-structured and structured questionnaires, in the quantitative part through structural equation modeling with a 92-item questionnaire, and in the prioritization part, through the DEMATEL technique with matrix questionnaires. became. In order to determine validity and reliability in the qualitative phase, the necessary checks including acceptability and ability were used, and in the quantitative phase, the validity of the questionnaires was confirmed by three methods form, content and structure. Reliability was confirmed by three methods factor loadings, Cronbach's alpha and composite reliability. In prioritizing, experts were used to determine validity, and matrix inconsistency coefficient and Cronbach's alpha coefficient were used for reliability. SPSS, AMOS and DEMATEL SOLVER 2017 software were used for data analysis. Qualitative findings showed that "cyber citizenship behavior" and "application of information and communication technology" had eight components and "educational justice" had seven components. Quantitative findings showed that cyber citizenship behavior with educational justice (standard coefficient 0.25, significance coefficient 2.954 and probability 0.003) and the use of ICT (0.62, 4.513 and 0.0009) and educational justice It has a significant and positive relationship with the use of ICT (0.26, 3.090 and 0.002) and educational justice plays a mediating role in the relationship between cyber citizenship behavior and educational justice and the use of ICT (standard coefficient 0.684 and probability 0.005) performed.

The aim of the present study was to investigate the relationship between teaching agility and justice, trust and educational commitment through the mediation of belief in the effectiveness of teacher teaching. The research method was descriptive-correlational. The statistical population included all high school students in the city of Isfahan in the academic year of 1399-99 in the number of 50707 people. The sampling method was a multi-stage cluster in which 382 people were randomly selected for research based on Morgan-Krejcie sample size formula. The research tool was based on 5 categories of questionnaires, which are: 1. Questionnaire of belief in teacher teaching efficiency 2. Questionnaire of agility in teaching 3. Questionnaire of educational justice 4. Questionnaire of educational trust and 5. Questionnaire of educational commitment. Descriptive statistics (frequency, percentage, mean) and inferential statistics (Pearson correlation tests, stepwise multiple regression and structural equation model) were used to analyze the data. In general, the results showed that there is a significant relationship between teaching agility with justice, trust and perceived educational commitment at the level of P <0.05. Belief in teacher teaching efficiency mediates the relationship between teaching agility and perceived justice, trust, and perceived educational commitment at the P <0.05 level. The experimental model of the research had a relatively good fit.