Information Justice in the Educational Ecosystem of Iran
Keywords:
Informational justice, educational justice, public education, organizational culture, transparency, participatory managementAbstract
This study aimed to identify, model, and validate the dimensions and components of informational justice within Iran’s public education system. The research employed a mixed exploratory design combining qualitative grounded theory and quantitative confirmatory factor analysis. In the qualitative phase, semi-structured interviews were conducted with administrators, teachers, and education experts, and data were analyzed through open, axial, and selective coding. In the quantitative phase, the derived model was tested using second-order confirmatory factor analysis (CFA) on data collected from 410 public-school employees across five provinces in Iran, selected through stratified random sampling. Model fit indices, including CFI, IFI, TLI, and RMSEA, were examined using SPSS and AMOS software. Results confirmed a five-dimensional structure for informational justice: causal factors, contextual conditions, intervening factors, strategies, and outcomes. Model fit indices indicated satisfactory results (CFI>0.9, RMSEA<0.08). Causal factors comprised tendencies toward lean organizations and value-oriented communities, while contextual conditions included organizational culture and hierarchical structure. Intervening variables such as infrastructural and legal gaps were found to moderate the relationship between strategies and outcomes. Ethical information management, transparency, and institutional support strategies significantly enhanced organizational cohesion, self-efficacy, and reduced polarization among staff. Informational justice acts as an ethical and structural mechanism that fosters transparency, trust, and participation across educational organizations, paving the way for broader educational justice within Iran’s public education system.
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