Beyond Schools and Universities: Alternative Learning Pathways for Afghan Women

Although these alternatives cannot fully compensate for the loss of formal education, they demonstrate the determination of Afghan women to continue learning despite significant challenges.

Are These Resources Equally Accessible to All Women and Girls?

Although these educational resources have provided new opportunities for Afghan women, they are not equally accessible to everyone. Most alternative forms of education, including online schools, courses, and digital learning platforms, depend heavily on internet access. However, internet connectivity in Afghanistan remains relatively slow and unreliable, making online learning difficult for many students. In addition, the high cost of internet services prevents many families from supporting continuous access to these resources.

Geographical differences also affect access to education. Women and girls living in rural areas often have fewer opportunities because private courses and educational centers are concentrated in larger cities. Poor internet connectivity and financial difficulties further limit access to online learning in these regions. The lack of computers, smartphones, and other learning materials creates additional barriers for many families.

Language represents another challenge. Many online educational resources are offered in English or other foreign languages, making them difficult to use for students who do not have sufficient language skills. Similarly, in some religious schools, the heavy emphasis on Arabic-language instruction can become overwhelming and discourage some students from continuing their studies.

Family and social factors also play an important role. Not all families support girls' participation in online or offline courses. Many young women are expected to devote most of their time to household responsibilities and caring for family members, leaving little time for learning.

As a result, economic difficulties, unequal internet access, language barriers, and family expectations make access to alternative education very different from one woman to another.

What Barriers and Challenges Do Women Face?

Despite the availability of alternative educational opportunities, Afghan women continue to face numerous challenges in pursuing education. One major obstacle is the limited range of subjects available. Religious schools and Dar-ul-Ulums primarily focus on Islamic and Arabic studies, and students are often required to study these subjects alongside the remaining general subjects. The heavy emphasis on Arabic-language instruction can also make learning difficult for many students.

Another challenge is the gradual modification and removal of subjects and topics from educational curricula. Since 2021, reports have indicated changes to textbooks and academic programs, including the removal or revision of subjects and topics related to arts, music, civic education, human rights, and other areas. In 2025, reports suggested that several university subjects and hundreds of topics in school curricula had been revised or removed.

Educational opportunities themselves are often unstable. Private courses may be temporarily suspended or permanently closed, and some institutions do not admit female students. In addition, many online and offline programs do not provide recognized certificates, creating uncertainty about the value of the education students receive.

The quality of education presents another difficulty. A shortage of specialized teachers and the lack of laboratory facilities for scientific subjects often result in theoretical and limited learning experiences. Some online programs are also short-term or inconsistent, making it difficult for students to follow a stable educational path.

Perhaps the greatest challenge is uncertainty about the future. Many young women continue learning without knowing whether these alternative forms of education will lead to employment, higher education, or broader opportunities. Nevertheless, they continue to pursue knowledge despite these uncertainties.

To What Extent Can These Alternatives Replace Formal Education?

The alternative forms of education available to Afghan women offer both opportunities and limitations. On the one hand, these resources provide women with a chance to continue learning and remain connected to society as active learners. They allow women to develop different skills and continue pursuing knowledge despite the loss of formal educational opportunities. Learning English, for example, can open doors to communication with people abroad, remote work opportunities, and even teaching others. More importantly, these alternatives preserve hope and allow women to feel that they can still shape their own futures.

However, it is important to recognize that no alternative can fully replace schools and universities. Most of these educational opportunities do not provide widely recognized qualifications, limiting their practical value in employment and higher education. In addition, many fields of study remain unavailable, preventing women from pursuing their personal academic interests. The lack of practical training and laboratory experience also means that learning is often incomplete and largely theoretical.

Beyond academics, the absence of schools and universities deprives students of important human interactions with classmates, teachers, and academic communities. Perhaps the greatest concern is that none of these alternatives can guarantee educational or professional opportunities, either inside Afghanistan or abroad.

Although the benefits and limitations of these resources vary from person to person, they can only partially compensate for the loss of formal education. They serve as bridges to knowledge and hope, but they cannot fully replace the academic, social, and professional roles of schools and universities.

How Are Afghan Women Adapting Despite These Restrictions?

Despite years of restrictions, Afghan women have continued to demonstrate a strong commitment to learning. Many have turned to books and self-study as a way of continuing their intellectual growth. Reading novels, motivational books, and self-development literature has become an important source of knowledge for some women, while others have even explored writing and creative expression.

Free and accessible resources such as YouTube, educational applications, and online platforms have also become important tools for learning. Informal learning communities on WhatsApp and Telegram allow women and girls to exchange educational materials, teach one another, and maintain connections with fellow learners.

Interest in learning English has also grown among many girls and women. As an international language, English provides access to global knowledge and creates opportunities for teaching and communication. Some women who acquire these skills later use them to teach younger students in private courses and informal educational settings.

Perhaps most importantly, many women have learned to rely on one another. Through mutual support, sharing educational resources, and building informal communities, they continue to pursue knowledge despite uncertainty about the future. Although opportunities remain limited, their determination to learn demonstrates that the desire for education and participation in society has endured.

Conclusion

The closure of schools and universities has forced many Afghan women to seek alternative ways of learning. Private courses, online platforms, self-study, and informal educational communities have helped many women remain connected to knowledge and personal development. Although these opportunities provide valuable skills and hope, they cannot fully replace the academic, social, and professional roles of formal education.

At the same time, the experiences of Afghan women show that the desire to learn has not disappeared. Despite numerous barriers and uncertainty about the future, many continue to pursue education and support one another. Their efforts demonstrate that while access to education may be restricted, the pursuit of knowledge and the hope for a better future continue to endure.

Umaima (Pakistan)/4 August 2026