Yusraa Maryam and Professor Richard Hall, De Montfort University Student loans containing interest is a barrier to education for some Muslim students, as Islam prohibits interest (Malik and Wykes, 2018, pp.8-9). Despite this being an issue explicitly recognised by successive UK governments (DfBIS, 2014, p.6), a funding solution that supports access and participation for impacted individuals and communities has yet to be implemented. Moreover, there is limited research available on the impact of this system on Muslims who are trying to adhere to Islamic teachings. This paper explores student-led research into the ways in which student loans form a barrier to higher education for Muslims. It is predicated upon two research questions. First, what are the impacts of interest-based student loans on Muslims academic and career aspirations? Second, how are Muslims’ work-life balance impacted by the student loans system? Qualitative, semi-structured interviews were conducted with 5 Muslim participants, who have experienced the loan system as a barrier, in order to explore their views and perspectives. This was aligned with the auto-ethnographic perspective of the student-as-researcher, in order to explore issues of positionality in the research. The emerging results found that the current student loans system caused participants to change academic and career aspirations to shorter and cheaper routes, in order to avoid engaging with interest-based loans. Beyond this, there was indicative evidence of an intersection between religious belief and class, which impacted study. Some Muslim students, especially those from lower-income backgrounds, had to work to fund their education leading to an unhealthy work-life balance, and this created a complex, educational experience. The results of the study highlight the inequalities Muslim students can face inside higher education in the UK, reinforcing the need for an alternative finance system in line with Islamic principles. This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.

1. An Exploration of Student Loans as a
Barrier to Higher Education for Muslims
Yusraa Maryam and Richard Hall
Reimagining Higher Education: Journeys of Decolonising
8 November, 2023

2. Background
Islam is one of the largest religions
and is ‘the fastest growing
religion’ (Hackett and McClendon,
2017).
The Arabic name ‘Islam’ means
the total submission to God which
then brings peace; ‘Muslims’ are
those who follow the religion
Islam, linguistically referring to
those submitting to God and
following the Islamic way of life.
Islam is a complete living system
through its laws/principles. For
example, it has finance structures,
which includes the prohibition of
Riba [Usury or Interest] (Rahman,
2020).
As the student loans system
contains interest, this can act as a
barrier to education for Muslim
students.
Despite this being an issue
explicitly recognised by successive
UK governments (DfBIS, 2014), a
funding solution that supports
access and participation for
impacted individuals and
communities has yet to be
implemented.
As there is limited research
available on the impact of this
system on Muslims who are trying
to adhere to Islamic teachings, this
paper explored the ways in which
student loans form a barrier to
higher education for Muslims.

3. Scope and Research Questions
The literature review highlighted that the Muslim Census (2021) found that over 6000
Muslims choose not to attain higher education due to interest-bearing loans. They also
found that 1 out of 6 Muslims are funding their higher education independently. These
findings assisted in inspiring the following research questions being developed:
1. What are the impacts of interest-based student loans on Muslims’ academic and career
aspirations?
2. How are Muslims’ work-life balance impacted by the student loan system?

4. Methods
5 semi-structured interviews with Muslims from the age of 18 and above, who followed
Islamic principles on usury, and so had experienced the current UK student loans system as a
barrier to higher education due to it being interest-bearing.
Purposive sampling (homogeneous).
Thematic analysis.

5. Findings 1
Money and its relationship with choice:
• Muslims of working-class backgrounds experienced money as a factor
that constricts choice within education, causing academic aspirations
to not be fulfilled. Eg: The length of university courses influenced
choices of degree subjects (less = cheaper) despite aspirations.
• This included post-graduate study, where despite participants’ desire
to continue education, the financial aspect prevented this
achievement.
• Additionally, money was still experienced as a barrier even for those
Muslims who took the loans, as they then needed to pay it back in
lump sums to limit the accumulation of interest.
• Location of university – avoiding commute/accommodation fees

6. Findings 2
Work-life balance and its impact on higher-education:
• Working to finance education independently led to unhealthy work-
life balances, which impacted achievement and the quality of
education received (eg: affording university resources).
• This also negatively impacted participants’ general livelihood outside
studies, due to the high costs of university and the number of working
hours needed to fund their livelihood.
• There was a difference in experience for those who were financially
supported by family and those who were not, as those who had
support had more positive work-life balances, despite facing other
emotional issues.
Muslims’ consequential relationship to higher education*

7. Recommendations
Students
• Develop positive relationships with
personal tutors/academics – be
confident in asking for help when
needed.
• Spread awareness
• Don’t compromise on your
religious beliefs – there will always
be ways to overcome barriers
(apply for bursaries/scholarships,
take gap years to work/save up)
Programme Teams
• Ensure core books/resources are
available online rather than
needing purchasing.
The University
• Applications for additional funding
usually require proof of receiving
student loans to prove eligibility –
this then excludes eligible students
who did not apply for student loans
for religious reasons. This should
be considered during university
additional funding application
designs.
Policy Makers
• Full-time students are generally not
eligible for benefits due to the UK’s
system viewing the loans as a
means of income (DfWP, 2018).
However, even if students apply for
universal credit, they usually need
to have taken the loan to have any
eligibility, demonstrating a
significant exclusion to Muslims
who may be otherwise eligible.
• The implementation of the
promised sharia-compliant loan
system. For example: the Takaful
fund promised in 2014. The most
recent update stated that it will
released after the year 2025 with
no specified date.

8. Next Steps…
• An extension of the project to
focus upon issues of retention,
and a wider engagement with
lived experiences
• An extension of the work on
Muslim-friendly higher
education, through
conversations with the Aziz
Foundation.
• Considerations of work in
relation to refugee education,
and issues in relation to
money, work-life balance and
learning environment