This study examines gender justice in formal education from an Islamic perspective, drawing on the Qur'an and traditions. Using an inferential method in educational philosophy, it establishes four foundational propositions: men and women share a common human essence; they exhibit maximum developmental similarities with minimal differences; they possess maximum common rights and responsibilities; and require a balanced approach to justice that incorporates both equality and respect for difference.From these propositions, two core educational principles emerge. First, given extensive gender similarities, the formal education system should be largely unified. Second, the system must simultaneously demonstrate sensitivity to minimal biological, psychological, and role-based differences such as motherhood.Through a "two-layer model of gender sensitivity," the paper analyzes implications for educational components including access to opportunities, institutional structure, school environment, and curriculum content. The study concludes that these principles provide Muslim societies with a dynamic framework for developing contextually appropriate educational plans that promote gender justice, transcending mere imitation of or surrender to external models while maintaining Islamic authenticity. This approach enables critical engagement with gender issues while respecting Islamic teachings and cultural specificity..