Online university education for Afghan women: opportunities, challenges, and resilience in restrictive contexts

Abstract

This study investigates Afghan women’s experiences with online education at an online university in Afghanistan following the Taliban’s ban on women’s higher education. Framed by theories of transformative learning and feminist pedagogy, it explores how online education serves as a site of resilience and empowerment. The study adopted a critical narrative inquiry and conducted semi-structured interviews with 25 female students. Findings revealed motivations centered on continuing education, career advancement, social contribution, psychological wellbeing, and asserting equality. Opportunities included accessible education, engagement with prominent instructors, and holistic support services. However, students reported substantial challenges, including infrastructural limitations, financial constraints, and sociocultural restrictions. Despite these obstacles, the university represents a critical alternative educational pathway, demonstrating how crisis-driven pedagogical innovation can foster transformative outcomes for women in restrictive contexts. The study highlights the profound resilience of Afghan women and offers implications for critical pedagogy in higher education globally.