Scope of research on educational equity concept: a scoping review

Educational equity is a fundamental principle of democratic education systems, yet its definition remains a controversial issue in scientific research, limiting its social impact. Equity is often equated with equality or justice, or associated with educational quality, generating unresolved tensions in the scientific evidence. In response to the lack of systematic studies on this concept, a scoping review was conducted following the CCP proposal, the PRISMA-ScR protocol, the PRISMA 2020 diagram, and the SALSA framework. The review aimed to analyze the characteristic traits of educational equity in studies published between 2013 and 2022, considering its relationship with other key concepts. Three databases (WoS, Scopus, and ERIC) were consulted, resulting in a total of 53 relevant articles. Findings indicate that educational equity is defined more through its relationships with other terms than as an independent scientific concept. Four types of characteristics were identified: essential and relevant (primary), and complementary and additional (secondary). The lack of clarity and consistency in the use of the term limits its practical application and its transfer to public policies and educational practices. This study highlights the importance of a more coherent and integrative understanding of educational equity, providing evidence to inform educational decision-making from a robust conceptual framework.