This study examines Ahmad Mustafa al-Maraghi’s Qur’anic exegesis on gender equality and explores its implications for Islamic education in Indonesia. Using qualitative library research with hermeneutic and content analysis, the paper analyzes relevant verses and interpretive themes to map al-Maraghi’s position on women’s spiritual, social, and intellectual status. Findings show that al-Maraghi grounds equality in core Islamic principles of justice and humanity, reading verses such as Q.4:1, Q.9:71, and Q.30:21 as affirmations of equal rights and shared responsibilities of men and women in family, education, and public life. He recognizes women’s rights to seek knowledge, work, and participate in society, and views education as a primary arena for realizing these rights. However, translation of these ideals into practice is constrained by persistent patriarchal norms, curricular bias, limited institutional policies, and insufficient gender-awareness training for educators. The paper proposes gender-responsive curriculum reform, educator capacity building, and policy strengthening to widen women’s participation and leadership. The study contributes a theological and practical framework for inclusive Islamic education aligned with Sustainable Development Goals and contemporary Indonesian contexts. Recommendations prioritize equity, access, accountability.
Rahmawati et al. (Mon,) studied this question.