An Analysis of Gender Dysphoria Factors in Malaysia and the Role of Islamic Affective Education as an Intervention

This study explores the internal and external factors that contribute to gender dysphoria among Muslims in Malaysia and analyzes the potential of Islamic-based affective education as a holistic and value-driven intervention approach. Employing an exploratory qualitative methodology, data were obtained through a systematic literature review and semi-structured interviews with experts in the fields of religion, psychology, and medicine. The findings identify key internal factors such as identity confusion, spiritual conflict regarding assigned gender, emotional dysregulation, and uncontrolled desires as primary triggers of existential crisis. Meanwhile, external factors include social pressure, family stigma, media influence, and the absence of effective psychospritual support. The study reveals that Islamic affective education, grounded in the principles of tawhid, tazkiyat al-nafs (spiritual purification), and the cultivation of adab (ethics), significantly contributes to strengthening inner resilience, managing social pressure, and stabilizing self-identity. This approach complements existing interventions by offering a value-based recovery framework aligned with the socio-cultural context of the local Muslim community. The study also emphasizes the critical role of educators as murabbi, not merely as conveyors of knowledge but as emotional guides, self-esteem builders, and catalysts of transformation through compassion and wisdom. Therefore, the study recommends the institutionalization of affective education as an ethical and holistic policy framework for the prevention and rehabilitation of gender dysphoria within higher education institutions.