This study explores the complexities of gender justice within Indonesian Islamic higher education institutions, interrogating both systemic barriers and the transformative potential of digital technologies in advancing equity. Grounded in an interdisciplinary framework integrating feminist theory, Islamic epistemology, critical pedagogy, digital sociology, intersectionality, and the capability approach, the research employs qualitative methods to analyze the lived experiences of students, faculty, administrators, and policymakers. The findings reveal persistent patriarchal norms institutionalized through leadership hierarchies, curricular biases, and religious interpretations that marginalize women’s voices. Despite formal commitments to equity, women remain underrepresented in decision-making roles, facing structural barriers such as gendered promotion criteria, epistemic exclusion in scholarship, and cultural resistance to gender-sensitive reforms. Notably, the study highlights tensions between conservative religious norms and progressive Islamic principles of justice (‘adl) and excellence (ihsan), demonstrating how theological reinterpretation could foster more inclusive practices. Digital technologies emerge as a double-edged sword: while online platforms offer opportunities to democratize access, amplify marginalized perspectives, and disrupt traditional hierarchies, their adoption is mediated by socio-religious norms. Rural female students, for instance, face compounded digital divides due to limited connectivity, familial restrictions, and algorithmic biases that suppress women’s scholarship. Intersectional analysis further underscores how gender disparities intersect with class, disability, and regional disparities, necessitating context-specific interventions. The study advocates for holistic reforms, including: (1) curricular decolonization to center women’s intellectual contributions; (2) institutional policies that prioritize equitable leadership pathways; (3) gender-sensitive digital pedagogies; and (4) alliances between universities, NGOs, and policymakers to bridge theory and practice.
Nur et al. (Sat,) studied this question.