The present study aimed to design and validate an educational equity model for the education system of Iraq. This research, based on its objective, is categorized as applied research and is descriptive-survey in terms of data collection methodology. The statistical population consisted of all schoolteachers in Iraq, totaling 1,122,345 individuals. From this population, based on Krejcie and Morgan's table (1970), a sample size of 384 participants was selected. The sampling method employed was cluster sampling. A researcher-designed questionnaire was utilized as the data collection tool. To examine the validity of the measurement tool, two methods were used: content validity (face validity) and construct validity (confirmatory factor analysis approach). Data analysis was performed using the confirmatory factor analysis approach with Amos software. The findings revealed that confirmatory factor analysis of the equity category in the domains of students, parents, teachers, and administrators indicated that the primary concept of "students" had a path coefficient of 0.98, "teachers" had a path coefficient of 0.52, "administrators" had a path coefficient of 0.35, and "parents" had a path coefficient of 0.92. These concepts exhibited strong correlations with the factor "equity in human resources," making them strong indicators for measuring this factor. Additionally, the p-values for all primary concepts within this factor were less than 0.05, signifying a significant relationship between each category and its higher-order factor. It can be concluded that addressing the indicators and variables discussed in this study is essential for achieving social equity, and planners must pay serious attention to them.