<![CDATA[Inequality in access to and quality of education in Indonesia is a persistent and multidimensional structural problem, which hinders the realisation of educational equity and social justice for all Indonesians. This article aims to present a systematic review of the structural factors causing inequality in access to and quality of education in Indonesia, as well as to analyse their implications for educational equity. The method employed is a literature review using a systematic review approach. The findings indicate that educational inequality in Indonesia is driven by the complex interaction of geographical factors (archipelagic conditions and remoteness), economic factors (poverty and income inequality), institutional factors (decentralisation and local capacity), policy (budget allocation, school zoning, teacher recruitment), socio-cultural (gender norms, awareness of the importance of education), and governance (accountability and data utilisation). The implications of these structural factors for educational equity include barriers to access for vulnerable groups (3T regions, poor families, people with disabilities, minorities), disparities in the quality of learning and learning outcomes, limited intergenerational social mobility, threats to social justice and national cohesion, and negative impacts on national competitiveness and the achievement of the SDGs. Consequently, educational inequality in Indonesia is not merely a technical issue, but a structural problem requiring fundamental reform in resource allocation, educational governance, affirmative action policies, school leadership, inclusive pedagogy, and social norms. Strong political commitment and cross-sectoral collaboration are prerequisites for realising fair and inclusive educational equity for all Indonesian children.]]>
