Cultural and Educational Factors and Their Role in Afghan Migration Abroad

Abstract

Afghan emigration has become a major social trend over recent decades, influenced by intertwined political, economic, cultural, and educational factors. While conflict and economic instability are often highlighted, the role of cultural restrictions and limited educational opportunities has received comparatively less attention. This study focuses on these underexplored drivers of migration, particularly the lack of quality education and restrictive cultural norms, which limit personal and professional development and encourage emigration -especially among youth and professionals. The aim of this review is to examine how cultural values, literacy levels, gender-based constraints, and inadequate educational infrastructure shape migration decisions. A library-based methodology using descriptive and analytical approaches was employed to synthesize academic and institutional literature on Afghan migration. Findings indicate that Afghanistan’s weak education system, scarce academic resources, and sociocultural barriers significantly limit upward mobility. In particular, gender-based restrictions and societal expectations heavily influence the decision to migrate, especially for individuals seeking intellectual growth and professional advancement. The appeal of better educational prospects abroad remains a major pull factor, contributing to a growing “brain drain”. While emigration provides individuals with access to global opportunities, it also undermines Afghanistan’s human capital and hampers long-term development. This review underscores the importance of reforming domestic education, promoting gender equity, and fostering international academic cooperation. Addressing these issues through culturally informed and sustainable strategies is essential to reduce forced migration and strengthen Afghanistan’s social and intellectual foundation.