1.1 Introduction
Islamic education is defined as a system of learning that transmits the teachings, values, and principles of Islam with the aim of shaping moral character, promoting social justice, and guiding human interactions in accordance with the Qur'an and Sunnah (Abubakar, 2018). In many Muslim societies, including Nigeria, Islamic education serves not only as a religious foundation but also as a framework that influences cultural practices, community norms, and individual behavior. It provides an avenue through which Muslims understand their rights, responsibilities, and the ethical standards required for peaceful coexistence.
Women's rights within the Islamic context are rooted in fundamental teachings that emphasize dignity, equity, compassion, and respect. Classical Islamic scholarship positions women as valuable members of society entitled to education, inheritance, economic participation, and social protection (Yusuf, 2017). As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Over time, the system of Islamic education evolved to include more structured learning environments, such as madrasahs and Islamic schools, which incorporated subjects beyond purely religious instruction. Yusuf (2017) reported that this expansion allowed Islamic education to influence wider aspects of societal life, including family structures, legal systems, and social norms. Women, however, historically had limited access to formal Islamic education due to prevailing cultural norms and patriarchal interpretations of religious texts. Despite this, some notable female scholars emerged and contributed to the dissemination of knowledge, asserting that women's participation in education is in line with the principles of Islam (Ibrahim, 2020).
The promotion of women's rights through Islamic education gained renewed attention in the late 20th century with the establishment of organizations focused on advocacy and enlightenment. According to Suleiman (2019), the Women in Islam Network was founded to address the persistent gap in awareness and implementation of women's rights within Muslim communities. The Network accentuated both scholarly and practical approaches, providing women with access to Islamic teachings that affirm their rights in areas such as education, inheritance, and social participation. It is stated that the organization's initiatives included workshops, seminars, publications, and community outreach programs, all aimed at empowering women to understand and exercise their rights in accordance with Islamic principles.
Islamic education is a critical component in shaping individual behavior, societal norms, and ethical values within Muslim communities. According to Abubakar (2018), Islamic education provides the moral and intellectual foundation necessary for understanding the principles of justice, equality, and human dignity. It is widely recognized as a tool for social transformation, capable of influencing both personal development and communal harmony. In the context of gender equity, Islamic education is particularly significant because it offers scriptural guidance that supports the protection and empowerment of women within society.
Ibrahim (2020) reported that many Muslim women remain unaware of the full extent of rights granted to them under Islamic law due to socio-cultural practices and misinterpretations of religious texts. These misconceptions contribute to gender disparities in education, economic participation, and social influence, often limiting women's ability to fully exercise their rights. Yusuf (2017) asserted that traditional norms sometimes overshadow Islamic principles, resulting in unequal treatment and marginalization of women in both family and public spheres.
Organizations such as the Women in Islam Network have emerged to address these gaps by providing education, advocacy, and empowerment programs for Muslim women. According to Suleiman (2019), the Network focuses on clarifying religious misconceptions, promoting scriptural literacy, and advocating for women's rights within the framework of authentic Islamic teachings. It is stated that through seminars, workshops, and community outreach, the Network fosters greater awareness of women's legal, social, and economic entitlements as prescribed by Islam.
Scholars contend that Islamic education is not merely theoretical but has practical implications for societal change. Abubakar (2018) affirmed that when women are equipped with knowledge of their rights, they are more likely to participate actively in community development and decision-making processes. On the other hand, lack of access to accurate religious knowledge perpetuates gender inequality, as noted by Ibrahim (2020). This study is set against the backdrop of the persistent need to harmonize Islamic teachings with contemporary efforts to promote gender equality and empower Muslim women in Nigeria.
1.3 Statement of Problems
Investigation revealed that the activities of organizations such as the Women in Islam Network are meant to bridge this gap by providing enlightenment, advocacy, and education rooted in authentic Islamic scholarship. However, the effectiveness of these efforts is still uncertain due to persistent misconceptions about Islamic teachings and gender roles within many communities. On the other hand, some conservative interpretations continue to influence public perception, making it difficult for many women to fully exercise the rights Islam grants them (Suleiman, 2020).
Furthermore, many Muslim women also experience limited access to religious education that explicitly addresses their rights, resulting in a dependence on interpretations that may not reflect the holistic teachings of Islam. Consequently, the gap between Islamic educational principles and real-life experiences of women remains wide, creating a need to investigate how Islamic education is influencing women's rights advocacy through platforms like the Women in Islam Network (Oladipo, 2021). It is against this backdrop that this study seeks to examine how Islamic education contributes to the promotion of women's rights in Nigeria.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the role of Islamic education in advancing women's rights and enhancing awareness of their legal, social, and economic entitlements in Nigeria. The specific objectives of the study are to:
- Examine the level of awareness of women's rights among Muslim women in Nigeria through Islamic education.
- Determine the effectiveness of the Women in Islam Network in promoting women's rights.
- Identify the socio-cultural and religious factors that influence women's access to Islamic education.
- Assess the challenges faced by Muslim women in exercising their rights despite Islamic educational programs.
- Explore strategies for improving the role of Islamic education in women's empowerment in Nigeria.
1.5 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- What is the level of awareness of women's rights among Muslim women through Islamic education in Nigeria?
- How effective is the Women in Islam Network in promoting women's rights?
- What socio-cultural and religious factors influence women's access to Islamic education?
- What challenges do Muslim women face in exercising their rights despite Islamic educational programs?
- What strategies can be implemented to improve the role of Islamic education in women's empowerment?
1.6 Research Hypothesis
Based on the stated objectives, the research study formulates the following hypothesis:
Hypothesis One
- H0: Islamic education has no significant impact on promoting women's rights among Muslim women in Nigeria
- H1: Islamic education significantly promotes women's rights among Muslim women in Nigeria
1.7 Significance of Study
It is believed that at the completion of the study, the findings will help enhance awareness, inform policy development, and guide religious institutions in their advocacy for gender equality. The study will also serve as a reference for future researchers exploring the intersection of religion and women's empowerment.
Furthermore, policymakers will benefit from intuitions that help integrate religious education into programs that promote gender equity. In addition, community and religious leaders will be better equipped to address misconceptions and cultural barriers that hinder women's empowerment.
Lastly, scholars and students will benefit from a rich source of data and analysis for further research in Islamic education, gender studies, and social development.
1.8 Scope of Study
This study focuses on the role of Islamic education in promoting women's rights in Nigeria, using the activities of the Women in Islam Network as the focal case.
1.9 Limitations of the Study
A study of this nature is bound to experience certain problems as such the constraints imposed on the research include:
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Lack of Cooperation: Many of the respondents are usually aggressive on issue that border cooperation among the respondents border.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
1.10 Definition of Terms
Islamic Education: A system of learning that teaches the principles, values, and practices of Islam, aiming to shape moral conduct and social responsibility (Abubakar, 2018).
Women's Rights: Entitlements granted to women under religious, legal, and social frameworks, including access to education, inheritance, and participation in societal decision-making (Yusuf, 2017).
Empowerment: The process through which individuals gain knowledge, confidence, and resources to exercise control over their lives and contribute effectively to their communities (Ibrahim, 2020).
Advocacy: The act of supporting or promoting a cause, in this case, the rights of women within the Islamic framework, through education, outreach, and policy recommendations (Suleiman, 2019).
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