Subjective Perception and Spatial Equity: Geographic Characteristics of Educational Divergence in Guangdong Province

This study investigates the spatial patterns of educational differentiation in Guangdong Province and their alignment with objective indicators from a spatial equity perspective. Guangdong, despite its economic development, faces notable internal disparities in education quality. Using 18,296 qualitative evaluations from school administrators (2023), subjective assessments were quantified and spatially analyzed. A Z-Score coordination model was developed to identify Educational Cost-Effective Areas (ECEA), based on 2022 per capita compulsory education expenditure. Results reveal significant funding imbalances between the Pearl River Delta (PRD) core and non-PRD areas, reinforcing inter-regional inequality. ECEAs are concentrated near developed regions but have limited impact in closing broader education gaps. The PRD core generally performs well but contains localized low-value zones, while non-PRD areas show widespread low-quality clusters with internal variation. At the city level, patterns such as center aggregation and boundary effects reflect complex urban resource distribution and spatial equity challenges. The study emphasizes the importance of integrating stakeholders’ subjective experiences with quantitative data. By combining qualitative and quantitative approaches, it identifies spatial imbalances and provides a scientific basis for optimizing educational resource allocation. These findings have significant policy implications for promoting spatial equity and guiding equitable development in rapidly urbanizing regions.