Public Perception of the Higher Education System under the Regime of the Islamic Emirate of Afghanistan

A modern, free, and dynamic higher education system is the basic and critical element of successful nation, and it can contribute to the progress and development of a country. Under both regimes of the Islamic Emirates of Afghanistan, the higher education system has undergone significant changes to align with the government’s interpretation of Islamic principles. This study is important to understand how Afghan society views the changes and policies implemented in the education sector under the current regime. The research study aims to evaluate public sentiment regarding access, quality, and inclusivity of higher education, particularly in relation to gender, curriculum changes, and ideological shifts. This paper focuses on the Taliban’s higher education system and investigates public responses to educational policies. This paper will offer recommendations to all stakeholders involved in the Afghan higher education system, aimed at improving its management and development during this crucial period. This work employs non-doctrinal and library research methodology. Non-doctrinal research examines how laws are applied and experienced in practice by collecting data through surveys, interviews, field studies, and observations. In this research study, data was collected through a questionnaire and then analyzed through SPSS. Moreover, in the library research methodology, most of the reputable and trustworthy academic sources such as textbooks, scholarly published and unpublished journal articles, law reports, and online websites related to the research area were analyzed through descriptive, explanatory, and analytical research approaches. The Afghan higher education system, established in the 1930s, has faced continuous political pressures, especially during periods of conflict like the Soviet invasion and civil war from the 1980s to 1990s. Women face major limitations in higher education, including restrictions on fields of study and exclusion from faculty positions, raising concerns about gender equality and access to education.