نوع مقاله : مقاله پژوهشی
موضوعات
عنوان مقاله English
نویسندگان English
Introduction
Inequality in various domains is one of the world’s most significant and pressing issues
today. At the national level, spatial disparities in economic welfare, living standards, and quality of life among different regions create substantial challenges, with educational inequality being one of the primary barriers to development in many countries. This issue is particularly critical in disadvantaged areas where access to educational resources is limited, exacerbating social, economic, and cultural gaps. Since education is considered a tool for reducing inequalities, improving access to and quality education across different regions, especially during crises, is essential. Despite numerous studies in this field, gaps remain in examining factors contributing to educational inequalities. In particular, the COVID-19 pandemic has introduced new inequalities in access to education that have not been adequately analyzed. This research aims to conduct a spatial analysis of the provinces in the country in terms of educational indicators and to identify factors influencing educational inequalities during the COVID-19 pandemic. This study seeks to provide a framework for analyzing provinces’ educational status and propose strategies for reducing existing inequalities. The article’s structure includes a review of the theoretical foundations and research background, the research methodology, the data analysis results, and recommendations for improving educational conditions and reducing regional disparities.
Materials and Methods
This research is a developmental-applied study conducted using quantitative methods. Initially, a review of domestic and international studies was undertaken to identify the indicators influencing educational inequality before and after the outbreak of COVID-19, and the conceptual framework of the study was developed. Subsequently, the corresponding analyses were conducted in three main steps to achieve the research objectives: First Step: The TOPSIS and Shannon Entropy methods were employed to rank 31 country provinces based on educational inequality indicators. Second Step: Using hierarchical cluster analysis with the nearest neighbor method in SPSS software, the provinces were categorized into levels, and then the spatial distribution map of educational inequalities was created in ArcGIS software. Third Step: Path analysis using regression methods was applied to identify the most significant factors influencing educational inequalities during COVID-19. The required data were collected and analyzed from various sources, including the Iranian Statistical Center and the Planning and Information Technology Department, in 2021.
Findings
An analysis of the educational indicators across the country’s provinces reveals significant inequalities in the distribution of educational resources and related indicators among different provinces of Iran. Ranking the provinces based on educational indicators has a substantial impact on the allocation of resources and educational opportunities nationwide. Bushehr Province ranked as the most advantaged province in this classification. In contrast, provinces such as Tehran and Alborz, despite having more advanced infrastructure, face serious challenges related to population density and resource distribution. The cluster analysis results, which divided the provinces into nine distinct clusters, indicate that the distribution of educational inequalities follows a specific pattern. This pattern suggests that the farther away from the center of the country we move, the greater the inequalities become. Border and northern provinces, such as Sistan and Baluchestan, are predominantly placed in the “weak” clusters, while provinces with lower population density and better infrastructure, such as Bushehr and Kohgiluyeh and Boyer-Ahmad, fall into the “excellent” clusters. The findings show that demographic and settlement factors have a significant impact on educational inequalities. As population density increases in certain provinces, these inequalities are further exacerbated. Moreover, although the indicators of information and communication technology (ICT) and educational equity do not have a direct relationship with educational inequalities, their indirect and significant effects on these disparities are clearly observed in the path analysis model. Thus, the necessity of revising and re-engineering the country’s educational indicators becomes evident to achieve equality in educational opportunities and fulfill spatial justice.
Conclusion
This study aimed to analyze educational inequalities at the national level and identify the factors influencing them during the COVID-19 pandemic. The findings indicate that the distribution of educational indicators in Iran is fraught with inequalities, which have intensified during the pandemic, particularly in the demographic, economic, and educational quality sectors. Border and northern provinces, such as Sistan Baluchestan and Mazandaran, were identified as less advantaged regions, while provinces with lower population density, such as Bushehr Kohgiluyeh and Boyer-Ahmad, ranked higher due to relatively better-developed educational resources. This research showed that educational inequalities follow a center-periphery pattern, with inequalities increasing as we move away from the center to the periphery. Path analysis results revealed that, primarily, demographic factors, followed by economic factors and educational quality, have the most significant impact on shaping these inequalities. Moreover, the use of information and communication technologies, particularly in the post-COVID era, is essential for improving access to distance education and reducing inequalities. The study emphasizes the need for educational policies based on the fair distribution of educational resources and attention to the specific needs of each province in order to reduce educational gaps and achieve more comprehensive educational justice. In general, the results suggest that large, densely populated provinces require serious revision in the management of educational resources to address issues such as population density and the unequal distribution of resources. This study also underscores the importance of giving special attention to less advantaged provinces, especially in border and peripheral areas, and recommends that policy reforms and equitable resource distribution should be prioritized. Furthermore, it is suggested that educational programs be developed considering the specific characteristics and needs of each province, leading to sustainable development and the improvement of educational quality across all regions of the country.
کلیدواژهها English
