Gender, Marginalization, and Digital Technology in Islamic Learning : A Nigerian Perspective

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Fahm, AbdulGafar Olawale:
Gender, Marginalization, and Digital Technology in Islamic Learning : A Nigerian Perspective.
In: Journal of International Women's Studies. Bd. 27 (2025) Heft 3 . - 6.
ISSN 1539-8706

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Abstract

The integration of digital technologies has significantly transformed the landscape of Islamic education in Nigeria, enhancing accessibility to religious knowledge while simultaneously reinforcing pre-existing socio-cultural disparities. Utilizing an intersectional analytical framework, this study critically explores how gender, socio-economic diversity, and Islamophobia collectively influence experiences within digital Islamic learning environments. Employing qualitative feminist methodologies, I conducted semi-structured interviews from November to December of 2024 with Islamic scholars, educators, students, and general digital platform users from Lagos, Ilorin, and Maiduguri. The findings indicate that intersecting factors such as gender roles, socio-economic conditions, geographical location, and Islamophobic attitudes distinctly shape patterns of digital engagement, creating both inclusion and exclusion. Although digital platforms offer transformative opportunities, particularly for women who have historically faced barriers to structured religious education, these benefits are limited by persistent infrastructural inadequacies, financial constraints, and widespread concerns over misinformation. Consequently, the study highlights the critical need for comprehensive regulatory measures and capacity-building strategies to promote equitable digital participation. In conclusion, this research advocates for policies informed by intersectionality, culturally responsive pedagogies, and inclusive technological innovations aligned with Islamic ethical principles, aiming to cultivate equitable digital Islamic learning environments throughout Nigeria.