Teachers' views on social justice in education: the case of Van province

This research aims to examine the views of teachers working in Van province on social justice in education. In the research, a phenomenological design was preferred based on the qualitative research method. The study group of the research consists of 23 social studies teachers in Van province. The research data were collected with a semi-structured interview technique. The research data were analyzed and presented based on the descriptive analysis technique. In the research, it was found that teachers evaluated the concept of social justice more in the context of equal opportunities, equal resource distribution and student-centered approach. Participants stated that students working in rural and disadvantaged regions in particular faced serious structural obstacles in accessing opportunities in education. The study concluded that factors such as differences in equipment between schools, lack of family support, and injustice in administrative decisions undermine social justice, and therefore restructuring the education system with a social justice perspective is an element that will support not only student success but also social integrity. The study suggested that justice-based modules should be increased in teacher education programs, school administrators' social justice leadership roles should be strengthened, special support mechanisms should be established for students in rural areas, and school resources should be distributed more balancedly in order to ensure social justice.