en Educational Studies پژوهشي Original <h3 style="text-align:justify"><span style="color:#669933;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective:</b> The present study aimed to identify and validate the key components of educational equity in Iran, with a specific focus on Markazi Province, in order to provide an empirically grounded framework for educational policy and planning.<br> <b>Methods</b>: <span lang="EN">This study adopted a mixed-methods (qualitative&ndash;quantitative) design. In the qualitative phase, educational equity components were extracted through directed content analysis and semi-structured interviews with educational experts. In the quantitative phase, a researcher-developed questionnaire was administered to teachers and school principals selected through cluster sampling in Markazi Province. Data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to assess construct validity and the structural relationships among components.</span><br> <b>Results</b>: <span lang="EN">The results revealed that educational equity is a multidimensional construct comprising seven components: access to educational resources, teaching&ndash;learning quality, human resource distribution, cultural equity, technological equity, participatory equity, and institutional equity. Structural equation modeling indicated that all components had statistically significant effects on overall educational equity. Among them, institutional equity and technological equity demonstrated the strongest predictive effects. Model fit indices confirmed the adequacy and robustness of the proposed conceptual model. </span><br> <b>Conclusions</b>: <span lang="EN">The findings suggest that achieving educational equity requires a comprehensive and systemic approach that extends beyond the equal distribution of physical resources. Greater emphasis on institutional governance, evidence-based policymaking, and the reduction of technological and cultural disparities is essential for promoting equitable educational outcomes, particularly in less advantaged regions.</span></span></span></span></span></h3> Educational Equity, Educational Inequality, Structural Equation Modeling (SEM), Confirmatory Factor Analysis (CFA), Educational Policymaking 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-544-1&slc_lang=en&sid=1 Seyedeh Atefeh Nemati Hashemi 06002356776@iau.ir 10031947532846004882 0009-0000-0000-0000 No PhD Candidate in Educational Management, Saveh Branch, Islamic Azad University, Saveh, Iran Azam Nikookar nikoukar@iau.ac.ir 10031947532846004883 10031947532846004883 Yes Assistant Professor, Department of Educational Management, Faculty of Humanities, Saveh Branch, Islamic Azad University, Saveh, Iran