Tabriz University of Medical Sciences Research and Development in Medical Education 2322-2719 15 1 2026 01 01 Explaining Medical Students’ Experiences Regarding Components of Educational Justice in Medical School 33403 33403 10.34172/rdme.33403 EN Mehrnoush Sohrab https://orcid.org/0000-0003-2140-8630 Siavash Moradi https://orcid.org/0000-0002-0222-9920 Kosar Hejrati https://orcid.org/0009-0005-6589-5161 Akram Zhianifard https://orcid.org/0000-0003-3285-1443 Atefeh Zabihi Zazoly https://orcid.org/0000-0001-9704-2757 Journal Article 10.34172/rdme.33403 2025 10 29 2026 06 25 Introduction: Educational justice is one of the emphasized topics in the WFME standards for accrediting general medical education. In addition to influencing policymaking and academic management, it affects health outcomes and patient care. Despite this importance, studies related to this area are limited. Therefore, this study aimed to explain the perspectives and experiences of medical students regarding educational justice in medical schools. Methods: The current study was conducted using a qualitative content analysis approach to explain the perspectives and experiences of medical students regarding educational justice. The participants in the study were general medicine students selected using purposive sampling. The data collection tool consisted of 12 semi-structured interviews. The data were analyzed using the conventional content analysis proposed by Hsieh and Shannon. Results: Data analysis revealed 60 initial codes, 19 subcategories, and 8 categories for educational justice. The categories included: educational justice from the student’s perspective; the flow of justice in education; inclusive and equitable education; fair interactions and behaviors; access to fair opportunities; fair arrangement of professor distribution; fair access to educational and welfare facilities; Causes and obstacles to educational injustice. Conclusion: The present study showed that the students conceptualize educational justice not merely as equity, but as an interplay between equality, equity, and structural justice. In addition, increasing student capacity, issues related to resource provision, and limited resources and facilities are among the most important reasons for injustice in the educational system.