Abstract
Within the framework of the Sustainable Development Goals (SDGs) articulated in the 2030 Agenda, the mandates for Quality Education, the diminution of disparities, and the fostering of sustainable cities and communities underscore the necessity for collective endeavors, equity, and the celebration of diversity. The discourse on quality education and equity becomes complex when diverse social communities cohabiting a common geographical space lack positive interaction or, worse, are mired in relationships of service or unsustainable coexistence. This study examines the dynamics of educational equity within public and private schools in Alicante and Playa del Carmen by analyzing interview data coded using MAXQDA and questionnaires coded using Anaconda (Python). Through a mixed-method approach, we identified key issues such as inclusion, equity, discrimination, exclusion, equality, inequality, lack of intercultural programs, and access to resources. Public schools displayed higher frequencies of discrimination (45 instances) and inequality (32 instances), whereas private schools reported greater occurrences of equity (15 instances) and a more balanced implementation of intercultural programs. These findings underscore the need for tailored educational policies that address the specific challenges of each school type. Visual representations of the interviews, including frequency tables and a code frequency coincidence matrix, highlighted the intersections and divergences between public and private schools. The heatmap further illustrated common challenges, such as exclusion and lack of access to resources, that both school types face. The study emphasizes the importance of InterProjects—collaborative educational initiatives designed to foster intercultural and intersocial competencies—as these initiatives contribute to the understanding of educational equity by providing empirical evidence of the disparities and challenges in public and private schools. The development and implementation of inclusive programs that are sensitive to the socioeconomic and cultural contexts of different schools are needed, as these programs ultimately lead to a more equitable and inclusive educational system.