The Concept of Educational Equity in Educational Research: A Scoping Review

Introduction. Educational equity is a core principle of democratic education systems. However, its conceptual definition remains contested in scientific research, limiting its analytical clarity and practical application. The term is frequently associated with equality, justice, or educational quality, giving rise to persistent conceptual tensions. Objective. This study aims to analyze how educational equity is conceptually characterized in international research and to identify its defining features and relationships with other key educational concepts. Analysis. A scoping review was conducted following the PCC framework, the PRISMA-ScR protocol, the PRISMA 2020 diagram, and the SALSA framework. Articles published between 2013 and 2022 were retrieved from Web of Science, Scopus, and ERIC. Fifty-three empirical studies explicitly defining educational equity were analyzed using qualitative coding supported by grounded theory principles. Results. Findings show that educational equity is defined primarily in relation to other concepts rather than as an autonomous concept. Twenty characteristics were identified and organized into four categories: essential and relevant characteristics (primary), and complementary and additional characteristics (secondary), highlighting the multidimensional and relational nature of the concept. Conclusions. The lack of conceptual consistency limits the transfer of educational equity to public policy and educational practice. This review provides an integrative conceptual framework, supports conceptual clarity, and strengthens evidence-based educational policy and research.