Women's Education in Islam: Equal Opportunities vs. Social Realities
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Abstract
This article explores women’s education from an Islamic perspective, examining the tension between normative principles affirming the obligation of knowledge for both men and women, and the patriarchal realities restricting women’s access to education. The study aims to (1) identify the Qur’anic and Prophetic foundations supporting the pursuit of knowledge, (2) analyze socio-cultural factors perpetuating educational inequality, and (3) evaluate the role of Islamic feminist hermeneutics in providing inclusive reinterpretations. A qualitative library-based methodology is employed, synthesizing academic works published between 2020 and 2025, along with relevant international institutional reports. The findings reveal that while Islam normatively mandates equal access to education, patriarchal practices create structural barriers through family norms, gender-biased policies, and limited roles for women in academic leadership. Cross-regional evidence shows increasing women’s participation in education, but disparities in quality and representation—particularly in STEM fields—remain significant. This research contributes by synthesizing contemporary literature that links Islamic normative sources with analyses of global patriarchy, and proposes policy recommendations: curriculum reform, anti-discrimination enforcement, and community advocacy. In conclusion, the article emphasizes the need for a critical-contextual approach to achieving equal educational opportunities for women within the Islamic framework.
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