UNDERSTANDING EDUCATIONAL EQUITY THROUGH LECTURERS’ VOICES: A MIXED-METHODS APPROACH
DOI:
https://doi.org/10.63506/jilc.1001.422Keywords:
educational equity, teachers’ perceptions;, higher educationAbstract
Educational equity has become an increasingly important concern in higher education as universities seek to respond to the diverse backgrounds, abilities, and learning needs of students. This mixed-methods research investigates lecturers' perceptions and practices regarding educational equity at a Vietnamese university. A total of 40 lecturers took part in the study through questionnaires and semi-structured interviews. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was performed on the qualitative data. The results indicate that lecturers demonstrated high levels of equity awareness in their teaching, particularly in terms of fairness in assessment, inclusive teaching practices, and sensitivity to student diversity. However, larger institutional challenges and variation in students’ backgrounds continued to pose barriers. In conclusion, this study highlights the importance of lecturers’ perspectives within equity-oriented education initiatives; implications are drawn for professional development and institution-level policies to promote more equitable teaching.
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