<![CDATA[Gender bias in fiqh curricula remains a challenge for efforts to promote gender equality in Islamic boarding schools (pesantren), particularly where established religious interpretations intersect with local socio-cultural traditions. In Mandailing Natal, North Sumatra, the development of a more gender-inclusive fiqh curriculum requires consideration of both religious perspectives and the local cultural context. This study aims to analyze the potential for developing a progressive and gender-inclusive fiqh curriculum in pesantren in Mandailing Natal and to identify the opportunities and challenges associated with curriculum reform. Employing a qualitative descriptive-analytical approach, the study collected data through in-depth interviews with kiai (Islamic scholars), ustaz/ustazah (religious teachers), santri (students), and pesantren administrators, as well as observation and analysis of fiqh curriculum documents. The data were analyzed thematically to identify recurring patterns and themes. The findings indicate that the existing fiqh curriculum remains predominantly androcentric, with gender representation that may reinforce conventional gender hierarchies. Nevertheless, opportunities for developing a more inclusive curriculum exist through the integration of gender perspectives, participatory learning methods, and collaboration with relevant institutions. Key challenges include resistance to reform, social and cultural pressures, and limited resources and educator training. The study also identifies indications of openness to change among some pesantren educators, including efforts to incorporate gender equality perspectives into teaching practices and institutional management. The study concludes that developing a progressive fiqh curriculum requires an approach that engages critically with religious interpretations while remaining sensitive to local socio-cultural contexts. It recommends strengthening educator training, developing gender-inclusive learning materials, and fostering context-sensitive dialogue to support more equitable and inclusive Islamic education.]]>
