فهرست نشریات علمی دسترسی آزاد ایران

This study aims to explain the similarities and differences in the role of teachers in achieving educational justice within the educational systems of Iran, Sweden, and Finland. Methodologically, the study adopts a qualitative design with a comparative-analytical approach. The findings indicate that in Iran, within the context of a highly centralized governance structure and a standardized national curriculum, educational justice is largely limited to ensuring minimum literacy standards and implementing compensatory interventions, while teachers primarily function as implementers of centralized programs. In Sweden, within a semi-decentralized structure and a welfare-state framework, educational justice is defined with an emphasis on equality of opportunity, and teachers act as accountable professionals who regulate educational gaps. In Finland, supported by a culture of institutional trust and research-based teacher education, educational justice assumes a preventive nature, and teachers - acting as designers of equitable learning - play a central role, with broad professional autonomy, in structurally eliminating educational inequality and achieving universal literacy. The results indicate a significant relationship between the degree of governance centralization, teachers’ professional autonomy, and the depth of the realization of educational justice.