Contexts of Learners’ Perceptions of Educational Justice: A Qualitative Review

Mohammadjavad Mousavi Asl; Elham Karami Far

Authors

Mohammadjavad Mousavi Asl Department of Educational Sciences, Ferdowsi University of Mashhad, Mashhad, Iran Author
Elham Karami Far Department of Educational Psychology, Alzahra University, Tehran, Iran Corresponding author

Keywords:

Educational justice, perceived fairness, learners, qualitative review, content analysis

Abstract

This study aimed to conceptualize and integrate the contexts shaping learners’ perceptions of educational justice based on qualitative evidence in the existing literature. A qualitative review design with an inductive content analysis approach was employed. Data were collected exclusively through a targeted literature review, and 13 eligible peer-reviewed articles focusing on learners’ experiences and perceptions of educational justice were selected until theoretical saturation was achieved. Data analysis was conducted using NVivo 14 through open coding, conceptual categorization, and constant comparison. The findings revealed that learners’ perceptions of educational justice are multidimensional and organized around four interconnected domains: structural and institutional justice, interactional and interpersonal justice, procedural justice in educational processes, and perceived justice in educational outcomes. Learners interpret justice not only through policies and resource distribution, but also through daily interactions, fairness of procedures, opportunities for participation, and the perceived alignment between effort and academic results. Deficiencies in any of these domains can undermine overall perceptions of educational justice. Educational justice emerges as a complex, learner-centered construct requiring simultaneous attention to institutional structures, instructional processes, and human relationships. Incorporating learners’ perceptions into educational evaluation and decision-making is essential for developing more equitable and meaningful learning environments.

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