**1. Introduction**

STEM education has become a cornerstone of global progress, innovation, and societal development, transcending geographical boundaries [1]. Its significance extends beyond the mere imparting of technical knowledge, encompassing the cultivation of critical thinking, problem-solving skills, and a broader understanding of the world [2]. Stemming from the Enlightenment era, which emphasized reason and scientific inquiry, the foundations of modern STEM education were laid centuries ago [3].

Throughout history, STEM education has evolved in response to societal and technological advancements. The Industrial Revolution of the nineteenth century propelled the need for skilled workers proficient in mathematics, engineering, and scientific principles [4]. This period witnessed the establishment of technical schools and universities offering specialized education in STEM fields, marking a significant milestone in the formalization of STEM education [5, 6].

The twentieth century saw unprecedented advancements in science and technology, catalyzed by groundbreaking discoveries in fields such as quantum mechanics, relativity, and computing. The aftermath of World War II further accelerated technological progress, leading to the emergence of disciplines like computer science and biotechnology [7]. The Space Race between the United States and the Soviet Union in the 1950s and 1960s epitomized the global significance of STEM education, spurring investments in research and education [8].

As the world entered the digital age in the late twentieth century, STEM education became even more pronounced, with the rise of the internet, personal computing, and telecommunications revolutionizing communication and commerce [9]. In the twenty-first century, STEM education has emerged as a linchpin for global competitiveness and economic prosperity, addressing challenges such as climate change, healthcare, and cybersecurity [10].

Amidst these advancements, the issue of gender equity in STEM education has garnered significant attention. Despite the historical contributions of women in STEM fields, they have often faced systemic barriers to full participation. Efforts to address this imbalance have intensified in recent decades, with initiatives aimed at dismantling barriers and fostering inclusivity [11].

This study aims to explore progressive teaching strategies tailored to address gender equity in STEM education within the context of Malakand Division, Pakistan. By aligning with global aspirations while acknowledging historical developments and local nuances, we aim to empower future innovators both globally and regionally.
