Spatial accessibility to education represents a key component of spatial justice, yet significant disparities persist between urban and rural areas in Romania. The present paper introduces the concept of education deserts as settlements where the population lacks proper access to education within a reasonable commuting distance and travel time, with a focus on high schools. Open-source demographic and institutional data and GIS-based spatial analysis were used in identifying education deserts across Romania. These were later evaluated based on a 20 min travel time or a 25 km distance threshold computed using OpenStreetMap API data. To assess the multidimensional nature of education deserts, a Composite Demand Index (CDI) and an Access Hardship Index (AHI) have been developed. Both were integrated into a final Education Desert Index (EDI) that captures unmet demand and spatial constraints. Results indicate that 34.3% of Romanian settlements (1092 LAU2s) and 15.2% of the high school-aged population reside in education deserts, found predominantly in the country’s North-East, South, and Centre regions. These areas coincide with rural, peripheral zones characterised by infrastructural deficits and low educational attainment. Findings reveal spatial inequities in upper secondary education provision between urban and rural communities. The present study offers a replicable methodological framework for evaluating educational accessibility and supports evidence-based policymaking aimed at reducing spatial disparities in education.
Petre et al. (2025) studied this question.