According to Islam, humans are considered Allah's most remarkable creation on Earth because they possess intellect and have been blessed with extensive knowledge. This knowledge resulted in all angels bowing down before Hazrat Adam. In Islam, the importance of acquiring education is strongly emphasized, and there is no gender differentiation in this aspect. The final prophet, Hazrat Muhamad (S.A.W.W.), was a renowned teacher who imparted knowledge to both men and women separately. Islam recognizes the need for separate domains for activities conducted by men and women to encourage cultural and skill development.
Islam teaches that men are responsible for managing the home, while women have the important task of training the younger generation. This division of roles is essential for fostering a strong society. Islam advocates separate roles for men and women and discourages their interaction. Hazrat Muhammad (S. A. W
.... W.) introduced separate education for women around 1400 years ago. However, as time has passed, followers of Islam now embrace co-education with pride.
The acceptance of co-education has significantly improved, eliminating negative perceptions surrounding it. This improvement has important implications for curriculum developers as they now have a better understanding of the challenges, requirements, and interests of both male and female students in co-educational institutions. With this understanding, these developers can customize the syllabus to better meet the needs of the students.
Co-education is crucial for Pakistan's development and the advancement of women's education from an Islamic perspective. In this developing country, co-education has immense significance as there are limited educational institutions solely for women, with most being predominantly filled with men. Moreover, women and men not only study
together in educational settings but also work together in various professions. However, co-education poses challenges for women.
Girls find it difficult to openly discuss their feelings and share their problems in the presence of boys. They fear that boys might discuss their issues among themselves and in front of others. They also hesitate to talk with boys or sit with them, resulting in unclear concepts and the inability to ask questions multiple times. This leads to various problems for girls. Sometimes, teachers prioritize boys, which hurts the girls' feelings. They are unsure who to talk to when teachers are with boys, as they cannot discuss personal or academic issues with others.
They also have a significant fear regarding their family and relatives. If they happen to talk to a boy in their class about their class task, they feel scared that someone might observe them, which would not be good in the eyes of their parents and entire family. They do not want to abandon their education either, but these problems persistently arise, especially in university life. Even if they try to protect themselves, no one can fully shield or assist them. If a boy says something inappropriate or argues with a girl, she cannot respond due to the fear of others watching them. This fear holds great significance.
The issue of co-education at the higher education level, specifically on the H.E.C level in Pakistan, has become widespread. In order to address this problem, I included all students from PMAS Arid Agricultural University as participants in my study. Through convenient sampling, I selected a sample of 50 individuals from different departments. It
is crucial to mention that this study is restricted to PMAS Arid Agriculture University Rawalpindi exclusively.
During my research study, I employed various tools such as theses, reports, internet sources, and books to collect data and understand the difficulties encountered by girls. Out of these tools, the questionnaire played a vital role in allowing me to ask a diverse set of questions to individuals and receive their immediate opinions.
This tool is simple and efficient, allowing for quick and easy use. I utilize it due to time limitations.
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