UNPACKING FAIRNESS: A QUALITATIVE INVESTIGATION INTO THE CORE ELEMENTS SHAPING EQUITABLE CLASSROOM ENVIRONMENTS

Abstract

This study explored how fairness is perceived, interpreted, and enacted in classroom environments, examining the practices considered fair or unfair and the influence of students’ diverse cultural, social, and academic backgrounds. Employing a qualitative research design, the study engaged 10 to 12 primary school teachers and 25 to 30 students from Grades 4 to 6 in selected public elementary schools in the Municipality of Magpet, selected for their capacity to provide rich insights into classroom equity. Findings revealed that perceptions of fairness are shaped by equitable participation, transparency in decisions, and consistent support; fair and unfair practices are linked to structured equity, accountability in groups, and transparent expectations; and students’ and teachers’ backgrounds influence understanding of fairness through background-shaped sensitivity, varied interpretations by culture and academics, and adaptive responses to unfairness. These results highlight the importance of intentionally designed classroom practices and culturally responsive strategies to foster equitable learning environments. Also, future research may build on these findings by examining fairness perceptions across different educational levels, school contexts, and cultural settings, as well as by exploring how fairness-related practices influence long-term student engagement, trust, and academic outcomes.