A Systematic Review of Gender Disparities in Academic Achievement in Higher Education Across Muslim Countries

This systematic review investigates gender disparities in academic achievement within higher education institutions across Muslim countries. Drawing on peer-reviewed journal articles, institutional reports, and regional data from the past decades, the study critically analyzes patterns of educational performance among male and female students. The review explores multiple dimensions of gender-based academic achievement. The countries of the Muslim world including Afghanistan, Bahrain, Bangladesh, Egypt, Indonesia, Iran, Iraq, Jordon, Kuwait, Central Asia (The Stan States: Uzbekistan, Turkmenistan, Kazakhstan, Kyrgyzstan, and Tajikistan. Azerbaijan has also been included in this sectionof the study), and Libya. I have ended to extract the published document till reaching the point of saturation and a total of 193 published documents has been reviewed. Despite the commonly held assumption that patriarchal norms disadvantage women, the findings reveal a complex and context-specific landscape: in many Muslim-majority contexts, female students outperform their male counterparts academically, yet face structural barriers to access and post-graduation opportunities. The study highlights the influence of educational reforms, religious interpretations, family expectations, and labor market structures on shaping gendered academic experiences. By synthesizing existing literature, this review identifies research gaps and proposes policy recommendations aimed at fostering gender equity in higher education across Muslim societies.