A Conceptual Model of Islamic-Based Survivor Assistance for Victims of Sexual Violence in Education

Abstract

Sexual violence in educational settings has become a critical issue that demands comprehensive and value-based responses, particularly within Islamic educational contexts where ethical and spiritual dimensions play a central role. This study aims to develop a conceptual model of Islamic-based survivor-centered mentoring that integrates Islamic ethical principles with contemporary approaches to supporting survivors. The research employs a qualitative library research method by critically analyzing classical and contemporary literature related to Islamic law, education, gender studies, and survivor-centered frameworks. The findings indicate that Islamic values such as dignity, justice, compassion, protection, and accountability can be systematically conceptualized as a foundational framework that aligns with survivor-centered principles. Furthermore, the study formulates a holistic mentoring model consisting of interconnected components, including safe access mechanisms, trauma-informed support, individualized mentoring, institutional commitment, community involvement, and spiritual guidance. The integration of these elements demonstrates that Islamic ethical principles can be operationalized into practical mentoring strategies that address the psychological, social, legal, and spiritual needs of survivors. The study concludes that the proposed model offers a comprehensive and contextually relevant framework for addressing sexual violence in educational environments. Future research is recommended to empirically test and refine this model across diverse institutional contexts.