Scholarlink

<p>Geospatial methods are increasingly central to understanding how educational inequity is shaped by spatial processes, yet their application in rural contexts remains underexamined. This systematic review synthesizes peer-reviewed empirical studies published between 2000 and early 2025 that used geospatial or GIS-based techniques to investigate educational inequity in rural communities. Searches across Scopus, Web of Science, and ERIC identified 1247 records, of which 16 met the inclusion criteria. Among the included studies, GIS techniques such as distance modeling, network-based travel-time analysis, cost-distance modeling, spatial autocorrelation, kernel density estimation, spatial regression, and multi-criteria opportunity mapping identified spatial patterns of disadvantage that were not captured through non-spatial approaches. Across diverse regions, studies documented inequities related to limited school accessibility, teacher and infrastructure shortages, environmental hazards, and spatial clustering of low opportunity. However, the evidence base remains uneven, with variation in rural definitions, limited geographic representation, and inconsistent use of advanced spatial modeling. Future research should prioritize standardized rural classifications, stronger theoretical integration, longitudinal and spatiotemporal designs, and policy-oriented applications that support school siting, transportation planning, and resource allocation. This review clarifies the contributions of geospatial methods to rural education research and highlights key priorities for advancing spatially informed analyses of rural inequity.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

A systematic review of geospatial approaches to measuring educational inequity in rural communities

  • 期刊论文

  • 发表日期：

    2026年6月26日

查看全文
  • Eugene Rwandashi,
  • Egide Kamuzinzi

摘要

Geospatial methods are increasingly central to understanding how educational inequity is shaped by spatial processes, yet their application in rural contexts remains underexamined. This systematic review synthesizes peer-reviewed empirical studies published between 2000 and early 2025 that used geospatial or GIS-based techniques to investigate educational inequity in rural communities. Searches across Scopus, Web of Science, and ERIC identified 1247 records, of which 16 met the inclusion criteria. Among the included studies, GIS techniques such as distance modeling, network-based travel-time analysis, cost-distance modeling, spatial autocorrelation, kernel density estimation, spatial regression, and multi-criteria opportunity mapping identified spatial patterns of disadvantage that were not captured through non-spatial approaches. Across diverse regions, studies documented inequities related to limited school accessibility, teacher and infrastructure shortages, environmental hazards, and spatial clustering of low opportunity. However, the evidence base remains uneven, with variation in rural definitions, limited geographic representation, and inconsistent use of advanced spatial modeling. Future research should prioritize standardized rural classifications, stronger theoretical integration, longitudinal and spatiotemporal designs, and policy-oriented applications that support school siting, transportation planning, and resource allocation. This review clarifies the contributions of geospatial methods to rural education research and highlights key priorities for advancing spatially informed analyses of rural inequity.