A number of women interviewed by Salam Watandar say that social restrictions have limited their access to in-person educational materials, while online educational resources have become the primary means for continuing their education.
Findings from interviews with 32 women show that 26 of them meet their educational needs through easy access to online learning materials, while 6 have access to physical libraries and in-person educational resources. In addition, 10 women reported having access to both online and physical educational resources.
The women interviewed are residents of Badakhshan, Helmand, Balkh, and Kabul provinces. They say that limited access to physical libraries has pushed them toward greater use of online and digital resources.
Bahara, a 16-year-old from Kabul, says, “I do not have access to physical libraries; I only have access to online resources. I mostly use the internet, educational videos, digital books such as PDFs, and online courses for learning.”
Nazanin Naziri, a 23-year-old from Kabul, says, “No, I do not have access to a physical library. Most of the educational resources I personally use are available through the internet.”
Meanwhile, Hoorya Jannati, a 17-year-old from Kabul, despite having access to both types of resources, considers the internet a more convenient option. She says,
“I have access to both physical and online libraries, and I can find the books I want through both. I can always use online educational resources and libraries because they are constantly available, but I may only use physical libraries once a month because I usually read the books I already own.”
Fatima Dara-e-Sufi, a 19-year-old from Mazar-e-Sharif, also says, “I have access to both physical and online libraries. It depends on my interest how many times I visit the library each month. I have access to both books and the internet. If I do not have access to a library, I personally use online resources.”
On the other hand, Safia, an 18-year-old from Kabul, says that women’s access to physical educational resources is challenged by social, economic, and family issues, making the use of libraries difficult.
“Sometimes there are restrictions. Going outside is not always easy for girls, and families are often concerned about their safety. Unfortunately, the situation is not very good, facilities for women are limited, and access to libraries is more restricted,” she says.
Zhmana Viyar, a 24-year-old from Kabul, also says, “There are social problems, one of which is that the culture of reading has not been institutionalized in society. There are also cultural challenges. Instead of encouraging their daughters and sons to read, people often create obstacles and problems. For example, they do not allow their daughters to go to public libraries to study or buy books.”
Meanwhile, 6 of these women say that although online educational materials provide greater variety and quantity of resources, internet-related challenges prevent them from fully benefiting from them. However, easy access to physical books and libraries has largely met their educational needs.
Nargis Mirzaei, a 19-year-old from Balkh, says, “I have access to a physical library. I go there occasionally only to find the books I need. I can freely go to the library.”
Rawina, a 24-year-old from Kabul, says, “I have access to a physical library, and I also buy most of my books. I go there twice a month because I finish one book every two weeks. Most of the resources available to me are the books I purchase.”
Educational experts emphasize that the role of libraries and reading can only become meaningful when the primary conditions for women’s education are first provided. They believe that existing restrictions on girls’ access to formal education directly affect all subsequent levels of learning, including reading and library use.
Wahidullah Gharwal, an educational expert and university professor, says, “The first step in any society is to provide women and girls with opportunities for education and learning and to reopen schools and universities to girls so that we can then discuss study and the role of reading in women’s lives.”
Sociologists believe that women’s access to libraries is not only an educational issue but is also directly linked to awareness and social participation within society. They believe that restricting such access can have broad social consequences. Abdulsalam Hashimi, a sociologist, says,
“Women’s access to libraries plays a very important and key role in the educational and intellectual growth of society. When women have access to scientific and cultural resources, their level of awareness increases, and they can play a more effective role in raising the next generation, family decision-making, and social participation. In fact, women’s education directly contributes to the sustainable development of society.”
He also adds that social factors such as traditional attitudes, family restrictions, social insecurity, and lack of facilities are among the major barriers preventing women’s access to libraries. In fact, this situation can lead to increased social inequality.
Psychologists also emphasize the direct impact of reading on mental health, motivation, and personal growth. Zahra Qayoumi, a psychologist, says,
“Reading books in general have an immense impact on our morale and motivation. When we read, we become more self-aware — aware of ourselves, our personality, our society, and the world we live in. This creates motivation for education, for learning, and even motivation for living.”
Women’s rights activists emphasize the long-term consequences of restricting women’s access to books and libraries, considering it a factor that reduces future opportunities and weakens women’s social status. Aynor Uzbek, a women’s rights activist, says,
“Restricting women’s access to books and libraries will have negative long-term consequences. Afghan women, in addition to being deprived of knowledge and education, are also deprived of a bright future. When a girl cannot read books or go to a library, it certainly has negative effects and takes away her intellectual independence.”
This report also sought the views of library and bookstore officials regarding the number of female visitors and women’s access to physical educational resources. However, most libraries were unwilling to provide information or participate in interviews, and several bookstores also declined to answer questions.
In recent years, as women’s access to formal education in Afghanistan has become restricted, the use of online educational resources has risen. Many women have turned to the internet, digital books, and online courses to continue their learning. However, weak infrastructure, high internet costs, and social challenges have meant that such access is not equally available to all women. In addition, the shortage of active libraries has further limited opportunities for in-person learning.
Reporter: Barbina Muradi
