WOMEN'S RIGHTS IN ISLAM AND DIGITAL EDUCATION: PEDAGOGICAL APPROACHES FOR TEACHING GENDER JUSTICE IN THE 21ST CENTURY CLASSROOM

Abstract

This paper examines how digital pedagogical approaches can enhance the teaching of women's rights in Islam while promoting an authentic understanding of gender justice rooted in the Qur'an, the Sunnah and established Islamic scholarship. Employing a qualitative library research design, the study analyses primary Islamic sources alongside contemporary literature on Islamic education, digital pedagogy, educational technology and gender studies. The paper argues that effective teaching of women's rights requires an integrated pedagogical framework that combines authentic Islamic knowledge, learner-centered instructional strategies, digital literacy and ethical use of emerging technologies, including Artificial Intelligence (AI). The study also identifies major challenges, including digital inequality, online misinformation, ideological polarization, inadequate teacher preparedness and the misuse of AI in religious learning. To address these challenges, the paper proposes an integrated digital pedagogical framework that harmonises Islamic educational values with contemporary instructional technologies. It concludes that the responsible integration of digital education into Islamic Studies classrooms can strengthen the teaching of women's rights, correct widespread misconceptions, promote informed discussions on gender justice and prepare learners to engage in contemporary debates with knowledge, wisdom, ethical responsibility and academic integrity. The study recommends curriculum reforms, enhanced teacher capacity building, investment in digital infrastructure and the development of authentic digital learning resources to improve the teaching of Islamic Studies in the twenty first century.