THE IMPACT OF SOCIO-CULTURAL PRACTICES ON GIRL-CHILD EDUCATION IN JERE LOCAL GOVERNMENT AREA, BORNO STATE: AN ISLAMIC PERSPECTIVE THROUGH MAQASID AL-SHARI‘AH

This study investigates the socio-cultural practices on girl-child education in Jere Local Government Area (LGA) of Borno State, Nigeria, from an Islamic perspective through the principles of Maqasid al-Shari‘ah (the higher objectives of Islamic law). Education serves as the foundation of social progress and human development, yet many girls in Northern Nigeria continue to face barriers stemming from traditional and cultural practices. The study aims to identify the major socio-cultural factors hindering girls’ education, assess their impact on access, retention, and completion, evaluate their conformity or conflict with Maqasid al-Shari‘ah, and propose Islamic-based solutions for improving educational participation. A descriptive survey design was adopted, and data were collected using structured questionnaires administered to 150 respondents, including students, parents, teachers, community and religious leaders. Out of these, 140 were properly completed and analyzed using descriptive statistics such as frequency, percentage, and mean scores. Findings revealed that early marriage, gender preference, domestic workload, poverty, and insecurity are the main socio-cultural barriers limiting girls’ education in Jere LGA. These practices contradict main objectives of Maqasid al-Shari‘ah, particularly the preservation of intellect (Hifz al-‘Aql), life (Hifz al-Nafs), and lineage (Hifz al-Nasl). The study concludes that Islam promotes education for both genders and opposes harmful customs that obstruct intellectual and moral development. It is recommended that religious leaders engage in faith-based advocacy, while policymakers and communities collaborate to eliminate cultural practices that hinder girl-child education and promote inclusive learning opportunities.