By Dr. Alamgir Afridi
Islam is a comprehensive code of life that provides guidance in every aspect of human existence. In Islamic teachings, the pursuit of knowledge is obligatory for both men and women without discrimination. The importance of education in Islam is evident from the very first revelation, which emphasized reading and learning. Allah commands in the Holy Qur’an: “Read in the name of your Lord who created.” (Al- ‘Alaq: 1)
Education holds a significant and elevated status in Islam, and there are specific Shari’ah principles and guidelines for its acquisition. Unfortunately, our current education system is a colonial legacy inherited from British rule. Despite the passage of over seven decades since independence and the existence of clear Islamic injunctions and guidance, we remain far from implementing an indigenous, Islamically aligned education system. The result is a generation that can aptly be described as morally unrestrained and heavily influenced by secular values.
With the advent and widespread availability of communication tools such as mobile phones and the internet, the issue of co-education—especially during a formative age when young men and women are particularly vulnerable to temptation—has become a serious social concern that requires critical examination from an Islamic perspective.
The Qur’an lays down clear directives concerning modesty and boundaries between men and women. Allah Almighty says: “Tell the believing men to lower their gaze and guard their private parts; that is purer for them. Verily, Allah is well-aware of what they do.” (Al-Nur: 30)
“And tell the believing women to lower their gaze and guard their private parts and not to display their adornment except that which is apparent of it.” (Al-Nur: 31)
“O Prophet! Tell your wives and your daughters and the women of the believers to draw their cloaks over themselves. That is more suitable so that they may be recognized and not harmed.” (Al-Ahzab: 59)
The Prophet Muhammad (peace be upon him) also emphasized separate education and training for men and women. He said: “A woman is a source of concealment; when she goes out, Satan seeks to tempt her.” (Tirmidhi: 1173)
“The best rows for men are the first, and the worst are the last; while the best rows for women are the last, and the worst are the first.” (Muslim: 440)
During the time of the Prophet (PBUH), women received education in separate gatherings, as exemplified by the practices of the mothers of the Believers like Aisha (RA) and other female companions never in mixed environments.
In Islam, modesty (ḥayā’) is considered a part of faith. Co-education is often marked by a lack of modesty, which can lead to moral decline, vulgarity, and various social evils. The mutual attraction between male and female students can adversely affect academic performance. When Islamic boundaries are not upheld, it results in a breakdown of moral values and family structure.
Modesty and veiling are fundamental ethical and social values in Islam. Modesty is an integral component of faith that encourages individuals to avoid wrongdoing and strive for righteousness. The Prophet (PBUH) said: “Modesty is a part of faith.” (Bukhari)
Veiling (ḥijāb) ensures the dignity and honor of women and promotes social harmony. It is not limited to clothing alone but extends to gaze, speech, and conduct. Men are also required to maintain modest attire and avoid unnecessary interaction with women. Islamic teachings emphasize that modesty and veiling are obligations for both genders to foster respect, dignity, and ethical standards in society principles that underpin a morally upright and exemplary Islamic community.
The concept of modesty and veiling contributes to purity, respect, and peace in society and represents a beautiful moral ideal for both men and women. The social harms of gender mixing and Islam’s explicit injunctions demand the establishment of separate educational institutions for men and women to ensure a focused and safe learning environment. Where co-education is unavoidable, strict adherence to Islamic guidelines regarding modesty and veiling must be enforced. Furthermore, Islamic ethics and the importance of modesty should be emphasized in the curriculum. With modern technology, opportunities can also be provided for women to pursue education from home.
In light of Qur’an and Hadith, it becomes clear that co-education does not align with Islamic teachings. Islam has set defined boundaries between men and women to maintain the sanctity and strength of social structure. Therefore, we must adopt an educational model that upholds Islamic principles while providing equal opportunities for learning to both genders.
Ironically, in our educational system, there are separate schools for boys and girls at the primary, middle, secondary, and higher secondary levels—when students are either not yet of pubescent age or only just reaching early adolescence. At these ages, the risk of major moral deviation is relatively low, yet gender segregation is practiced. However, when these same students grow into youth and young adults, they are suddenly placed in mixed environments in professional and higher education institutions (universities), and we expect them to resist temptation and maintain moral discipline. This is an unrealistic expectation and a form of societal self-deception.
If, as a nation, we are serious about addressing the challenge of co-education, it is entirely feasible to provide our sons and daughters with free and separate educational environments based on Islamic values. Along with the example of women’s colleges, medical colleges, and women’s universities, an immediate and practical solution can be found by initiating gender-segregated sections within existing co-educational institutions. #
The writer is a free-lance columnist based in Peshawar and can be reached at alamgir_afridi@yahoo.com
