Afghanistan’s Education System Under Taliban Control: Ideological Indoctrination and Militarisation of a New Generation

Afghanistan’s education system is undergoing a profound transformation under the Taliban regime, with concerns growing that schools and religious seminaries are increasingly being used to shape the thinking of a new generation according to the group’s ideological worldview.

Rather than serving primarily as a platform for intellectual development, independent thinking and academic progress, Afghanistan’s education sector is facing growing criticism over the promotion of ideological conformity, obedience and militant narratives.

According to a report by the Lowy Institute, the Taliban have not only imposed sweeping restrictions on girls’ education but have also begun reshaping the wider education system to reflect their ideological priorities.

The report highlights concerns that the transformation of Afghanistan’s education sector could have consequences extending well beyond classrooms, particularly if young people are increasingly exposed to rigid ideological narratives from an early age.

According to a new report by Hamrah Network, the number of registered religious seminaries in Afghanistan has increased dramatically since the Taliban returned to power.

The report states that the number of registered madrassas has risen from around 5,000 to 23,000, with more than 3.6 million children reportedly enrolled in these institutions.

The rapid expansion has intensified concerns over the nature of education being provided to Afghan children and the balance between religious instruction, academic education and ideological training.

The Lowy Institute report alleges that jihadist and military-oriented concepts have been incorporated into parts of the education system overseen by the Taliban, raising concerns over the ideological conditioning of young Afghan children.

According to the report, the educational environment is increasingly focused on ideological conformity, obedience and loyalty to the ruling authorities rather than encouraging independent thought and critical analysis.

Such an approach could have long-term consequences for Afghan society, particularly when children are exposed to political and ideological narratives during their formative years.

The continued promotion of suicide bomber units by the Taliban has also raised concerns that the distinction between religious education and militant ideology is becoming increasingly blurred.

Critics argue that presenting militant figures or suicide attackers as ideological symbols can influence how young people understand violence, sacrifice and political loyalty.

The Taliban’s restrictions on girls’ education remain one of the most prominent features of Afghanistan’s education crisis.

The Lowy Institute argues that even a potential return of girls to schools would not necessarily reverse the broader transformation of Afghanistan’s education system if the ideological restructuring of curricula and institutions continues.

The issue therefore extends beyond whether girls can physically return to classrooms. It also concerns what kind of education Afghan children receive and whether the system encourages independent thought, academic inquiry and diverse perspectives.

The reported transformation of Afghanistan’s education system has also raised concerns over regional security.

The Lowy Institute has pointed to the presence of militant organisations, including Al-Qaeda, alongside the Taliban’s ideological educational agenda as a potential security concern for Afghanistan’s neighbours and the wider international community.

Experts argue that ideological education combined with the presence of militant organisations could create an environment conducive to the continued spread of extremist narratives.

For neighbouring countries, particularly those directly affected by instability originating from Afghanistan, developments within the country’s education sector therefore carry implications beyond education policy.