Virtual Pathways to Learning: Girls' Education in Afghanistan

ABSTRACT Since September 2021, following the Taliban's resurgence, girls in Afghanistan above the sixth grade have been barred from attending school and educational institutions, which effectively prohibited their access to formal education. This led to online schooling becoming their primary educational outlet. At the same time, there have been a few studies on Afghan girls' online education, and no study has yet investigated the effectiveness of their online schooling. Using a mixed‐methods approach, this research assesses the effectiveness of online programs from the perspectives of students, parents, school leaders and international organizations. Our study found generally positive perceptions of curriculum quality, collaboration in online learning environments, and the availability of online educational resources. However, issues such as limited access to internet connection and technology devices, unreliable electricity, and the lack of official diploma recognition emerged as significant barriers. The findings underscore the critical role of online libraries and resources in supporting online education. The study provides recommendations for human rights advocates and educational activists to enhance the viability of online schooling as a temporary solution for girls in Afghanistan. Our primary contribution is an information behavior model in the context of online education for girls in Afghanistan.