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Analyzing the equity issues in primary science education
(UMT, Lahore, 2025) RIMSHA FAROOQ; AROOJ WASEEM
This research is a systematic review of equity issues in primary science education. Papers published in peer reviewed reputed journals published between 2014-2025 were analyzed and included in this systematic review. The purpose of the review was to find out the typical features of the studies that have conducted and to consider the equity issues encounter in primary science education from different context. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach was applied to choose and analyze articles. After VOS analysis and manual screening 13 research studies were found relevant. These studies were analyzed based on methodology, participants, area of issues and the nature of equity issues discussed. The review revealed common issues to include gender inequalities, language barriers, curriculum and assessment and absence of inclusive pedagogies. Furthermore, the research concludes that both systemic reforms and teacher preparation programs are critical to resolve these issues and enhance equity in primary science classrooms.