Educational Sustainability and Social Equity: Macroeconomic and Teaching Determinants in Secondary Education Completion
DOI:
https://doi.org/10.29105/vtga12.2-1205Keywords:
basic education, inequality, educational sustainability, social equity, educational macroeconomicsAbstract
This research study examines the relationship between macroeconomic, social, and educational variables and their impact on secondary education completion rates, with the aim of assessing their influence on educational sustainability and social equity. The study adopts a quantitative approach, utilizing a non-experimental, longitudinal design, and employs a multiple linear regression model using Ordinary Least Squares (OLS). The temporal scope covers data from the period 2003 to 2023, obtained from the World Bank and the OECD. The analysis includes subpopulations disaggregated by gender, income level, and area of residence (urban or rural). Among the findings, significant negative effects of unemployment and inequality (measured by the Gini coefficient) were identified, particularly among rural women in the poorest income quintile (coefficient = -4.1037; p < 0.001). In contrast, per capita income exhibited positive effects (coefficient up to 0.0074; p < 0.001), while GDP showed contradictory effects depending on the context. The study provides evidence of the need to develop differentiated policies that address inequality, strengthen school infrastructure, and promote redistributive equity in order to foster meaningful and sustainable educational outcomes.
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Copyright (c) 2026 Filiberto Enrique Valdés-Medina, Minerva Martinez-Avila, Susana Amanda Vilchis-Camacho
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