Multidimensional Educational Inequality in Italy: a Stacking-Based Approach for Gender and Territorial Analysis

This study investigates regional and gender disparities in educational attainment across Italy in 2021, drawing on the Fair and Sustainable Well-being (BES) dataset from ISTAT. By applying cluster analysis and composite indicators—including the Mazziotta–Pareto Index (MPI), geometric and arithmetic means, min-max normalization, and principal component analysis (PCA)—we assess the robustness and consistency of educational performance across regions. A key methodological innovation is the use of the stacking method to ensure comparability between genders. Results show persistent North–South educational divides and a consistent female advantage across all indicators. The paper contributes to Sustainable Development Goals by providing empirical insights into SDG 4 (Quality Educa tion) through measurement of educational inequality and access; SDG 5 (Gender Equality) by highlighting structural advantages of women in educational outcomes; and SDG 10 (Reduced Inequalities) through a territorial analysis of disparities and policy implications. The findings offer both a methodological contribution—by testing multiple aggregation techniques—and a practical tool for policy evaluation, emphasizing the importance of multidimensional and gender-sensitive approaches in achieving educational sustainability