**4.2 Participants selection**

This study employs purposive sampling to select participants vital to the dynamics of STEM education in Malakand Division, Pakistan—educators, students, parents, community leaders, and policymakers. Utilizing the saturation point concept [24], 40 participants were chosen, with 8 from each group, ensuring a diverse and comprehensive representation. This approach aligns with established methodologies, optimizing the collection of varied perspectives on gender equity and progressive teaching strategies in STEM education within the local context [25].

What's new in this research is its emphasis on exploring progressive teaching strategies' impact on gender equity within a specific cultural setting. Unlike previous studies, which may have focused solely on gender disparities, this research delves deeper by examining how innovative teaching methods can address these disparities. By including a diverse demographic mix, comprising educators, students, parents, community leaders, and policymakers, this study ensures a holistic exploration of progressive teaching strategies' efficacy in promoting gender equity in STEM education in Malakand Division, Pakistan (**Table 1**).

Appendix A below encapsulates the key demographic details, providing a clear overview of the participants' diversity and relevance to the study on gender equity in STEM education.


#### **Table 1.** *Demographic characteristics of participants.*

*Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education DOI: http://dx.doi.org/10.5772/intechopen.114860*
