An Integrative Islamic Approach Based on the Sustainable Development Goals to Strengthen Gender Equality in Islamic Education Settings

Abstrak

Gender equality is one of the key priorities of the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education and Goal 5 on gender equality. Although Islam normatively upholds the principles of justice and equality, practices in Islamic educational institutions still face various challenges related to discrimination, women’s representation in leadership roles, and equal access to education. This study aims to analyze the integrative Islamic paradigm as an epistemological framework for strengthening gender equality, examine the relevance of Islamic values to SDGs 4 and 5, and formulate implementation strategies within the Islamic educational context. The study employs a qualitative approach using library research. Data were obtained from official SDG documents, Islamic sources, and various relevant scholarly literature, and were then analyzed using content analysis, comparative analysis, and conceptual synthesis techniques. The research findings indicate that an integrative Islamic paradigm based on integration and interconnection can bridge Islamic normative values with the sustainable development agenda. There is substantive alignment between Islamic principles and the SDGs regarding universal access to education, non-discrimination, women’s empowerment, and inclusive and transformative education. The implementation of gender equality is carried out through three main pillars: a gender-justice-based curriculum, inclusive leadership, and a safe and equitable learning environment. Thus, the SDG-based integrative Islamic approach offers a conceptual and strategic foundation for the transformation of Islamic education toward greater equity, inclusivity, and sustainability.