Comparative study of artificial intelligence functions from the perspective of educational psychology in achieving educational justice: A case study of Tehran and Semnan provinces

Subject Areas : Islamic positive psychology

Fatemeh Faramarzi ¹ , Hasti Abdoshahirad ²

1 - Student of Farhangian University
2 - Student of Farhangian University

Received: 2025-09-21 Accepted : 2025-09-24 Published : 2025-09-30

Keywords: educational justice, artificial intelligence, digital divide, personalized learning, educational psychology, comparative case study.,

Abstract :

This study aimed to comparatively examine the role of artificial intelligence (AI) in promoting educational justice from the perspective of educational psychology in Tehran and Semnan provinces. Educational justice refers to providing equal learning opportunities regardless of geographical location, social class, or access to technological resources, encompassing the enhancement of learning quality, recognition of individual differences, and the promotion of students’ motivation and self-efficacy. Employing a qualitative approach and a comparative case study method, data were collected through semi-structured interviews with 20 teachers, school administrators, and educational technology experts and analyzed using thematic analysis. The findings revealed that in Tehran, wider access to infrastructure and technological resources enabled effective use of AI tools such as learning analytics and personalized educational systems, contributing to individual-centered educational justice, improved learning quality, and support for students with special needs. In contrast, in Semnan, infrastructural limitations, lack of training, and insufficient institutional support hindered equitable utilization of AI, exacerbating the digital divide and educational inequality. Differences in school policies and teacher awareness were also identified as key factors in unequal access to technology. The results indicate that achieving educational justice through AI requires targeted policy-making, teacher empowerment, and balanced infrastructure development, and that only by considering psychological and educational aspects can the full potential of AI be realized.

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