Blog: Islam and Comprehensive Sexuality Education

By Doaa Oraby, M.D., Ph.D., Independent Reproductive Health Consultant

Dr. Doaa Oraby leads a discussion session with a group of peer educators on the need for tailored CSE to address the questions and concerns of young people.

Adolescence is the critical decade when biological and sexual maturation takes place. Adolescents frequently find it challenging to understand and navigate these rapid changes independently. Consequently, access to information and guidance is crucial for fostering a healthy adolescence.¹

Faith Communities and the Reframing of Sexual and Reproductive Health

A 2014 mapping study, “Advancing sexual and reproductive health and rights through faith-based approaches,” found that the technical language of sexual and reproductive health and rights (SRHR) and family planning (FP) as used by international institutions (UN, international NGOs, etc.) is often a barrier to faith community open support for the interventions.² Lack of this open/public support is often perceived as opposition. As such, the faith community has progressively engaged on the need for reframing the SRHR and FP language to make it more sensitive to faith community concerns.

In the case of comprehensive sexuality education (CSE), Faith to Action Network has engaged with institutions such as UNESCO about reframing and proposed various alternatives as used by the faith community in different contexts, as the term “CSE” in itself evokes resistance. Examples include, “age-appropriate sexuality education,” “life skills education,” etc.

Islamic Teachings on Knowledge and Sexual Health

The debate surrounding sex education programs in predominantly Muslim countries often stems from strict Islamic beliefs and practices. This is ironic given that Islam acknowledges the power of sexual needs and the importance of addressing them responsibly.³ Moreover, Islam places significant emphasis on the pursuit of knowledge about all aspects of life.⁴ Both the Quran (the holy book of Islam) and the hadith (sayings of the Prophet) underscore the importance of acquiring knowledge.

“Seeking knowledge is an obligation upon every Muslim.” (Hadith)⁵

“Are those who know equal to those who do not know?” (Quran 39:9)

Therefore, perceiving sex education as forbidden contradicts the very doctrine of Islam. The challenge of implementing sexuality education in majority Muslim countries stems from the fear that it might lead to premature sexualization and heightened sexual awareness. Additionally, there is a concern about the encroachment of Western values, which are distinct from Muslim values.⁶⁻⁷ Consequently, sex education has faced opposition and has been frowned upon, often misinterpreted as being against Islamic teachings.

The Dangers of Misinformation in a Rapidly Changing World

Sex education for adolescents and youth in predominantly Muslim countries is of paramount importance in today’s world. Though sexuality education is perceived with mistrust, media and technology mean that adolescents have access to information and other sexual-related content without corresponding guidance and education.

Relying solely on the protective effects of Islam, which perceives premarital sex as sinful, is insufficient to safeguard adolescents from unplanned pregnancies, unsafe abortions, and sexually transmitted infections, including HIV. Economic hardship is linked to delayed marriage, and political instability and conflict situations heighten the vulnerability of young people to risky sexual behavior as they may resort to transactional sex for survival. Additionally, young Muslims in humanitarian settings face increased risks of harassment, assault, and rape.

A Faith-Centered Approach to Sexuality Education

Successfully implementing sexuality education programs in majority Muslim countries requires a concerted effort to raise awareness that Islam not only encourages the pursuit of knowledge but also endorses sexuality education. This must be approached with the utmost respect for Islamic principles and values, ensuring that such education is both enlightening and in harmony with the tenets of Islam.

References

1. Oraby D. Determinants of knowledge in relation to sexual and reproductive health of adolescents in the Middle East and North Africa Region. In: Barakat C, Dghaim R, Al Anouti F, eds. Adolescent Health in the Middle East and North Africa: An Epidemiological Perspective. Global Perspectives on Health Geography. Springer, Cham; 2022:95–104.

2. Faith to Action Network 2014. Available at: http://f2an.faithtoactionetwork.org/wp-content/uploads/2023/05/Advancing-sexual-and-reproductive-health-and-rights-through-faith-based-approaches-a-mapping-study.pdf.

3. Khan, M.A. & Khan, Sohail. (2015). Quranic approach about sexuality education. Journal of Animal and Plant Sciences. 25. 1210-1215.

4. Yasin, Z., Husain, R., Rostitawati, T., & Obie, M. (2023). The Importance of Seeking Knowledge in Islam: A Literature Review. International Journal of Social Science and Human Research. https://doi.org/10.47191/ijsshr/v6-i5-71.

5. Sunan Ibn Majah. Vol. 1, Book 1, Hadith 224. Available at: https://sunnah.com/ibnmajah:224.

6. Oraby D. Sexuality education in Middle East North Africa Region: a window of opportunity. Glob Health Sci Pract. 2024;12(1): e2300282. https://doi.org/10.9745/GHSP-D-23-00282.

7. Nagi M. Islam, sexualities and education. In: Daun H, Arjmand R, eds. Handbook of Islamic Education. International Handbooks of Religion and Education, Vol 7. Springer, Cham; 2017:1–26.