Exploring Educational Justice: A Qualitative Study of Perspectives from Students, Faculty members, and Administrative Managers

Background: Educational justice is a crucial aspect of justice that emphasizes equal access to quality education for all individuals. However, there is limited research on educational justice specifically in Medical Sciences Universities. This study aimed to clarify the components of educational justice as perceived by different stakeholders at Yasuj University of Medical Sciences. Methods: This qualitative research, employing a conventional content analysis methodology, was carried out on 32 participants, including medical students (n=14), faculty members (n=10), and administrative managers (n=8) at Yasuj University of Medical Sciences in 2021. Data were collected through individual semi-structured interviews with participants selected using purposive sampling until data saturation. Interviews were analyzed using Graneheim and Lundman’s qualitative content analysis method. The reliability of the data was assessed through four indicators as expressed by Guba and Lincoln. Data were analyzed using “MAXQDA” software version 10. Results: The analysis of the data resulted in the delineation of five themes, nine categories, and nineteen sub-categories related to different dimensions of educational justice. Specifically, the elicited themes were 1) accountable education, 2) fair education, 3) fair research, 4) support system, and 5) management of resources. Discussion: Educational justice ensures equitable resource allocation and access to quality education, especially in medical education, where disparities impact students’ trajectories. The findings emphasize accountability, transparency in policies, stakeholder involvement, and responsive teaching methods that address community needs. Additionally, an efficient curriculum, supportive student system, fair research, and resource management are crucial for fostering equity in medical education.