Abstract

Education is widely regarded as a key instrument for promoting social justice; however, expanded access alone has proven insufficient to address persistent educational inequalities. Sociological research suggests that deep-rooted structural, cultural, and institutional factors continue to shape unequal educational experiences and outcomes. This conceptual article aims to examine social justice in education beyond mere access and to identify the key sociological dimensions necessary for developing a comprehensive framework of educational justice. Adopting a conceptual and theoretical methodology, the study draws on major sociological and social justice theories to analyse education as a socially embedded institution influenced by power relations, stratification, and cultural norms. Through critical synthesis, the article identifies structural inequality, equitable distribution of resources, cultural recognition, pedagogical justice, participation, institutional governance, and capability development as interrelated dimensions of social justice in education. The proposed sociological framework conceptualises social justice as a dynamic and multidimensional process rather than a policy outcome. The study concludes that achieving substantive social justice in education requires systemic transformation that integrates structural reform, inclusive pedagogy, democratic participation, and expanded learner capabilities. The framework offers theoretical guidance for future research, policy, and practice.