<![CDATA[Language education is not only concerned with linguistic competence but also with how communicative practices shape gender relations, learner dignity, participation, and vulnerability. This study aims to develop a Qur’anic-based conceptual framework linking ethical communication, gender justice, and the protection of vulnerable learners. It employed a qualitative conceptual research design supported by a systematically constructed scholarly corpus, integrating thematic Qur’anic interpretation (tafsīr mawḍūʿī) with critical synthesis of contemporary scholarship. Three Scopus searches identified 273 records; after deduplication, screening, and final eligibility assessment, 67 publications were retained for analysis. The cross-corpus analysis generated four dimensions: epistemic integrity and responsible communication, dignifying and non-harmful communication, empathic and empowering communication, and gender-just and protective communication. These dimensions formed the Qur’anic Gender-Just Communication Framework (QGJCF), which connects Qur’anic ethical resources with gender-responsive language-education practices. The framework organizes language education into communicative, formative, and protective functions and positions protection as a communicative process that safeguards dignity, voice, privacy, participation, and agency from gendered and symbolic harm.]]>
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