Gender Justice in Islamic Education: A Conceptual Examination of the Roles of Family, Educational Institutions, and Teaching Practices

Abstract

This study is motivated by the persistence of social understandings that distinguish between women and men disproportionately, particularly in access to education, leadership, role distribution, and social participation. This qualitative study employed a literature review design. Data were obtained through a review of scholarly literature using Google Scholar and analyzed through content analysis involving theme identification, idea classification, and interpretation of the relationships between gender concepts, Islamic education values, and social realities. The findings indicate that gender justice in Islamic education involves structuring relationships between men and women fairly, proportionally, and with dignity based on justice, public benefit, and moral responsibility. Its formation occurs through family, Islamic educational institutions, and teaching practices. Gender inequality is influenced by patriarchal culture, social stereotypes, low gender literacy, and less contextual religious understanding. Islamic education therefore has a strategic role in fostering equitable gender relations grounded in fundamental Islamic values.