Beyond the Madrasah: Digital Pedagogies and Nigerian Yoruba Muslim Women's Engagement with Islamic Knowledge

Authors

AbdulGafar Olawale Fahm, University of Ilorin, IlorinFollow

Author ORCID Identifier

0000-0002-4904-793X

Author Bio

Dr. AbdulGafar Olawale Fahm is a Reader in the Department of Religions, University of Ilorin, Nigeria, where he teaches courses in Islamic Studies. His research focuses on Islamic thought and civilisation, digital pedagogy, religious ethics, and contemporary issues in Muslim societies. He has published widely in peer-reviewed journals and edited volumes on themes relating to religion, education, and social change in Africa. He is also actively engaged in research networks across Africa, Europe, and Asia, contributing to interdisciplinary debates on religion and digital transformation.

Abstract

This paper explores how digital pedagogies are reshaping the landscape of Islamic education among Nigerian Muslim women, with a primary focus on Yoruba communities in Southern Nigeria. Historically, Islamic learning in Nigeria has been rooted in traditional institutions, notably the madrasa, characterized by face-to-face instruction and rigid gender norms. However, the proliferation of digital technologies - particularly online madrasas, WhatsApp study groups, Zoom-based Qur’anic classes, and Islamic mobile applications - has significantly altered women’s access to religious knowledge. Utilizing ethnographic evidence and qualitative interviews, this interdisciplinary study examines how digital platforms enhance accessibility, overcome sociocultural barriers, and enable Nigerian Yoruba Muslim women to engage with a global Islamic discourse. The analysis underscores the benefits of digital transformation, including increased autonomy in learning, flexibility, and expanded religious authority, while critically addressing challenges such as digital literacy gaps, infrastructural disparities, and concerns about content authenticity. By applying perspectives from digital pedagogy, Islamic educational traditions, and gender studies, this research highlights how technological innovations facilitate a dynamic, responsive form of Islamic scholarship that meets contemporary educational needs. Finally, the study outlines avenues for future research, emphasizing the need for deeper investigations into equitable access and sustained integration of digital and traditional Islamic learning frameworks.

Keywords

Digital pedagogy, Islamic education, Nigerian Muslim women, Yoruba Muslim communities, WhatsApp study groups

Recommended Citation

Fahm, AbdulGafar Olawale (2025) "Beyond the Madrasah: Digital Pedagogies and Nigerian Yoruba Muslim Women's Engagement with Islamic Knowledge," Comparative Woman: Vol. 4: Iss. 1, Article 5.
Available at: https://repository.lsu.edu/comparativewoman/vol4/iss1/5