<![CDATA[Gender justice in Islamic education has frequently been examined through religious texts, institutional policies, and broader theological debates, while the everyday classroom experiences through which teachers interpret and enact gender justice remain less explored. This study examines how Islamic religious educators understand and construct gender justice in their everyday pedagogical practices. Using Clark Moustakas's descriptive phenomenological framework, the study involved five Islamic religious educators working in formal and non-formal educational institutions in Tasikmalaya and Ciamis, Indonesia. Data were generated through semi-structured in-depth interviews conducted in June 2025 and analyzed through epoché, horizonalization, clustering of invariant constituents into themes, and the construction of textural and structural descriptions followed by a composite synthesis. Five interrelated themes emerged: intuitive gender sensitivity, empathetic informal justice, the tension between uniformity and differentiation, institutional and environmental conditioning, and implicit gendered perceptions. The findings indicate that teachers generally enact gender justice through situational judgment, relational care, and responses to immediate classroom conditions rather than through explicitly articulated gender-responsive pedagogical frameworks. At the same time, gendered descriptions of student behavior may reproduce categorical expectations when they remain unexamined. Interpreted through critical pedagogy, the ethics of care, and gender performativity, the findings suggest that relational goodwill is an important foundation but requires structured critical reflection to prevent gendered assumptions from becoming normalized. The study contributes a localized empirical account of gender justice in Islamic classrooms and suggests that teacher development should incorporate reflective and gender-responsive pedagogical practices.]]>
