Ethics, regulation and human oversight in the implementation of ai for compliance: Evidence from a systematic review
Article Sidebar
Main Article Content
Abstract
The persistence of educational gaps associated with socioeconomic conditions has shown that educational funding, while necessary, has proven insufficient to guarantee equitable learning outcomes, thus placing social determinants at the center of contemporary public policy analysis. In this context, this article aimed to propose an integrative theoretical framework that articulates budgetary dimensions, social determinants, and indicators of educational equity, based on a synthesis of available evidence. The research was conducted through a systematic review, designed to identify, analyze, and compare recent empirical studies and reviews that addressed these dimensions from different analytical levels. The results showed that the literature examined the link between educational investment and learning outcomes in a fragmented way, highlighting that factors such as poverty, gender, ethnicity, territory, and institutional governance systematically mediated the effectiveness of spending, while equity indicators were used heterogeneously and partially. Furthermore, the absence of conceptual models that simultaneously integrated these variables was noted. The main conclusion was that the education budget operated as an input embedded in complex social systems, and therefore its impact depended on intermediate social and institutional mechanisms. This underscored the need for multilevel approaches to guide more equitable and socially sustainable education policies
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
El contenido de los artículos es responsabilidad exclusiva de los autores.
Debe cumplir con los siguientes aspectos de la licencia CC BY NC ND :
- Atribución: debe otorgar el crédito correspondiente, proporcionar un enlace a la licencia e indicar si se realizó algún cambio. Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o su uso.
- No comercial: el material no se puede utilizar con fines comerciales.
- Sin derivados: si remezcla, transforma o construye sobre el material, no puede distribuir el material modificado.
- Sin restricciones adicionales: No se pueden aplicar términos legales o medidas tecnológicas que restrinjan legalmente a otros de hacer cualquier cosa que permita la licencia.
References
Abad, F., Crespi, M., Mikulic, I., & Holgado-Aguadero, M. (2024). Evolución de la inequidad y segregación socioeconómica en la educación secundaria argentina. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 22(4), 165–187. Documento en línea. Disponible https://doi.org/10.15366/reice2024.22.4.009
Ahmed, M. S., Islam, M. K., Tumtumi, N. T. R., & Shimul, S. N. (2024). Impact of parental internal migration on education in poor households: Evidence from Bangladesh. International Journal of Educational Development, 110, 103114. Documento en línea. Disponible https://doi.org/10.1016/j.ijedudev.2024.103114
Amaral, N. C. (2024). Financiamento educacional no Brasil e em países da OCDE: os desafios brasileiros. Educação & Sociedade, 45, e286614. Documento en línea. Disponible https://doi.org/10.1590/ES.286614
Andrew, A., & Salisbury, A. (2023). The educational experiences of Indian children during COVID-19. Economics of Education Review, 97, 102478. Documento en línea. Disponible https://doi.org/10.1016/j.econedurev.2023.102478
Biedermann, M., Haner, M., & Schaltegger, C. A. (2024). More is not always better: Effect of educational expenditures on education quality and social mobility in Switzerland. European Journal of Political Economy, 84, 102407. Documento en línea. Disponible https://doi.org/10.1016/j.ejpoleco.2023.102407
Candelaria, C. A., Fazlul, I., Koedel, C., & Shores, K. A. (2024). Weighting for progressivity? An analysis of implicit tradeoffs associated with weighted student funding in Tennessee. Economics of Education Review, 103, 102600. Documento en línea. Disponible https://doi.org/10.1016/j.econedurev.2024.102600
Candia, M., Arnedo, J., Pérez, E., & Hernández-Olaya, N. (2023). Educating for equity: A mapping of challenges and opportunities in medical training in contexts of social inequality. Seminars in Medical Writing and Education, 2, Article 193. Documento en línea. Disponible https://doi.org/10.56294/mw2023193
Chaudhry, T., & Arif, R. (2024). The impact of consanguineous marriage on children’s human capital in Pakistan. Journal of South Asian Development, 19(1), 112–137. Documento en línea. Disponible https://doi.org/10.1177/09731741231200380
Chen, L., & Guo, Y. (2023). The drivers of sustainable development: Natural resources extraction and education for low-middle- and high-income countries. Resources Policy, 86, 104146. Documento en línea. Disponible https://doi.org/10.1016/j.resourpol.2023.104146
Dimova, R., & Fielding, D. (2025). Ethnicity, women’s empowerment and decisions about children’s education in Ghana. Journal of African Economies, 34(3), 324–343. Documento en línea. Disponible https://doi.org/10.1093/jae/ejae009
Eden, C., Chisom, O., & Adeniyi, I. (2023). Education policy and social change: Examining the impact of reform initiatives on equity and access. International Journal of Science and Research Archive, 11(2), 139–146. Documento en línea. Disponible https://doi.org/10.30574/ijsra.2024.11.2.0372
Ernanto, Sriyana, J., Hakim, A., & Sidiq, S. (2024). Enhancing human capital in Indonesia: Does economic policy work? International Journal of Sustainable Development and Planning, 19(5), 1963–1969. Documento en línea. Disponible https://doi.org/10.18280/ijsdp.190535
Fuseini, I. (2025). Free senior high school devours basic education in Ghana: rescue the children. Quality Education for All, 2(1), 21–36. Documento en línea. Disponible https://doi.org/10.1108/QEA-06-2024-0047
García-Herrero, M., Conde, M., & Abad, F. (2024). Factores de calidad docente asociados a la equidad educativa: Formación del profesorado y estrategias docentes. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 75–88. Documento en línea. Disponible https://doi.org/10.6018/reifop.595181
Hartati, Satoto, S., Dewi, R., & Diar, A. (2025). Illegal levies in education funding in Indonesia: An analysis of experiences from Jambi Province. Cogent Social Sciences, 11(1), 2450293. Documento en línea. Disponible https://doi.org/10.1080/23311886.2025.2450293
Intriago, J., Contreras, J., Morán, N., Cabeza, L., Veas, L., & Méndez, J. (2024). Desafíos y perspectivas de las políticas educativas en el contexto latinoamericano. South Florida Journal of Development, 5(8), e4247. Documento en línea. Disponible https://doi.org/10.46932/sfjdv5n8-012
Kunonga, P., Hanratty, B., Bower, P., & Craig, D. (2022). OP21 a critical review of existing health inequality and health inequity frameworks in evidence synthesis. International Journal of Technology Assessment in Health Care, 38(S1), S9–S10. Documento en línea. Disponible https://doi.org/10.1017/S0266462322000800
Kuttyzholova, A., & Filipov, M. (2023). The educational role of the Qazaq newspaper (1913–1918). Orbis Linguarum, 21(3), 119–131. Documento en línea. Disponible https://doi.org/10.37708/ezs.swu.bg.v21i3.12
Li, C., & Sun, D. (2023). Women’s bargaining power and spending on children’s education: Evidence from a natural experiment in China. International Journal of Educational Development, 100, 102787. Documento en línea. Disponible https://doi.org/10.1016/j.ijedudev.2023.102787
Mattos, M., Taboada, M., & Asto, J. (2023). Equidad e inclusión en las políticas públicas relacionadas con la educación superior en la Comunidad Andina. Horizontes: Revista de Investigación en Ciencias de la Educación, 7(30), 2115–2124. Documento en línea. Disponible https://doi.org/10.33996/revistahorizontes.v7i30.652
Mikola, D., & Webb, M. D. (2023). Finish it and it is free: An evaluation of college graduation subsidies. Economics of Education Review, 93, 102355. Documento en línea. Disponible https://doi.org/10.1016/j.econedurev.2023.102355
Ocampo-Cantillo, J. J., & Benites-Lazaro, L. L. (2024). Transforming education or transforming the fourth Sustainable Development Goal (SDG 4)? International Review of Education, 70, 575–601. Documento en línea. Disponible https://doi.org/10.1007/s11159-024-10088-4
Palacios-Mateo, A. (2023). Gasto educativo en la cuenca minera e industrial vizcaína, 1857–1923. Scripta Nova, 27(1), 149–175. Documento en línea. Disponible https://doi.org/10.1344/sn2023.27.40656
Rahman, N. (2023). Educational equity in a globalized era: Comparative insights from Southeast Asia and other developing regions. Education, 1(3), 163–177. Documento en línea. Disponible https://doi.org/10.61194/education.v1i3.582
Redondo, S., Cataldo, A., Marquinez, J. T., Rey, P. A., & Sauré, A. (2025). Improving scholarship assignment using approximate dynamic programming: A Chilean case study. Socio-Economic Planning Sciences, 102, 102296. Documento en línea. Disponible https://doi.org/10.1016/j.seps.2025.102296
Relaiza, H., Cruz, F., Romero, S., & Ventosilla, D. (2021). Política educativa en América Latina. Revista Innova Educación, 3(2), 321–334. Documento en línea. Disponible https://doi.org/10.35622/j.rie.2021.02.002
Rocha, R. (2025). Impacto de la desigualdad social en el rendimiento académico: Revisión sistemática de estudios empíricos en contextos latinoamericanos. Revista Ciencia y Desarrollo, (6), 33–40. Documento en línea. Disponible https://doi.org/10.64868/y57r5a48
Rojas Rivera, P. C., Ciriaco Arroyo, J. M., Lozano-Godoy, K. M., & Manrique Nugent, M. A. L. (2025). Políticas públicas y equidad territorial en la distribución del gasto social. Revista Venezolana de Gerencia, 30(112), 2080–2092. Documento en línea. Disponible https://doi.org/10.52080/rvgluz.30.112.25
Sesé, Y., Feijó, M., Reyes, Á., Coral, E., & Fierro, J. (2024). Políticas y realidades educativas: Reflexiones sobre brechas, procesos de control y transformación social bajo un enfoque emprendedor. Ciencia Latina Revista Científica Multidisciplinar, 7(6), 5101–5119. Documento en línea. Disponible https://doi.org/10.37811/cl_rcm.v7i6.9061
Shah, D. K., Chen, K. T., Hammoud, M. M., Berkowitz, L. R., & Winkel, A. F. (2024). Vice chairs of education in obstetrics and gynecology: Prevalence, scope, and ongoing challenges. Journal of Surgical Education, 81, 103311. Documento en línea. Disponible https://doi.org/10.1016/j.jsurg.2024.103311
Shukla, P. K., Reddy, B. A., & Kumar, D. (2024). Class in caste: Inequalities in human capital investments in children in India. International Journal of Educational Development, 106, 103004. Documento en línea. Disponible https://doi.org/10.1016/j.ijedudev.2024.103004
Taylor, C. D., & Faulk, D. (2024). School district responses to property tax caps, referenda and state funding formula changes. Journal of Regional Analysis & Policy, 54(2), 1–16.
Tian, Z. (2023). Educational expenditure of Asian American families. Research in Social Stratification and Mobility, 85, 100802. Documento en línea. Disponible https://doi.org/10.1016/j.rssm.2023.100802
Vignoles, A. (2024). The English education system: Undervalued and over-measured. Journal of the British Academy, 12(1/2), a21. Documento en línea. Disponible https://doi.org/10.5871/jba/012.a21
Wang, H., Cheng, Z., & Smyth, R. (2024). Parental early-life exposure to land reform and household investment in children’s education. World Development, 173, 106391. Documento en línea. Disponible https://doi.org/10.1016/j.worlddev.2023.10639
Wang, Z., Hu, D., Sami, F., & Uktamov, K. F. (2023). Revisiting China’s natural resources–growth–emissions nexus: Education expenditures and renewable energy innovation. Resources Policy, 85, 103923. Documento en línea. Disponible https://doi.org/10.1016/j.resourpol.2023.103923
Yáñez, R., & Arauz, S. (2024). Impacto de la familia en el clima escolar y rendimiento académico en la educación básica: Una revisión sistemática. Ciencia Latina Revista Científica Multidisciplinar, 8(5), 6649–6658 Documento en línea. Disponible. https://doi.org/10.37811/cl_rcm.v8i5.14083
Zhao, L., Luo, Y., & Li, L. (2026). Place-based affirmative action in college admission and educational attainment. Journal of Development Economics, 179, 103624. Documento en línea. Disponible https://doi.org/10.1016/j.jdeveco.2025.103624