**12. Discussions**

Respondents emphasized the critical need for inclusivity in STEM education and the importance of dismantling barriers to ensure equal opportunities for all genders. This aligns with BrckaLorenz et al. [34], who stress the importance of recognizing diverse voices and fostering equal opportunities in STEM. Moreover, the commitment of one respondent to challenging societal expectations regarding gender and career choices echoes the findings of Andrews and Boklage [35], who emphasize the role of societal expectations in influencing STEM career paths. The concern over the lack of representation of women in STEM leadership positions is supported by Killpack and Melón [36] and Leslie et al. [37], who highlight the underrepresentation of women in STEM leadership roles [38]. However, the emphasis on visibility and role modeling from a parental perspective adds a nuanced dimension, suggesting a grassroots approach to fostering empowerment in STEM.

Respondents advocated for progressive teaching strategies that cater to diverse learning styles and promote inclusivity in STEM education. This aligns with Lincoln et al. [39], and Moriarty [40], who emphasize the importance of inclusive spaces in fostering equitable participation. Additionally, the endorsement of active learning methodologies resonates with Freeman et al. [41], who highlight the benefits of active learning in promoting critical thinking and deeper understanding. While the emphasis on inclusivity and project-based learning is consistent with previous research, the specific mention of digital tools and platforms to enhance engagement reflects a contemporary approach to pedagogy, suggesting an adaptation to modern learning environments.

Respondents stressed the importance of policy interventions to promote gender equity in STEM, including targeted recruitment and retention policies and mentorship programs. This aligns with Laursen et al. [16] and Brush et al. [42], who highlight the effectiveness of targeted policies in increasing women's participation in STEM

fields. However, while previous research emphasizes the importance of policies, this study adds a focus on workplace policies promoting flexibility and work-life balance, acknowledging the intersectionality of gender and other factors in STEM careers.

Respondents discussed local challenges such as socio-cultural norms and resource limitations, highlighting the importance of community engagement and policy support. This aligns with Tanwir & Khemka [43] and [44], who stress the significance of identifying barriers specific to the community while leveraging local strengths. The emphasis on collaborative efforts and grassroots initiatives adds depth to the discussion, suggesting a bottom-up approach to addressing gender equity in STEM education. This differs from previous research by highlighting the importance of community-led initiatives in addition to policy interventions.

Respondents acknowledged the influence of cultural factors on STEM participation, particularly regarding societal expectations and perceptions of intelligence. This aligns with the findings of Williams and Shipley's [45], who recognized the impact of cultural norms on career choices in STEM, echoing the work of Kricorian et al. [46]. While previous research has addressed cultural factors in STEM participation, this study adds a focus on familial and community pressures, highlighting the importance of support systems within families and communities. This suggests a more holistic approach to addressing cultural barriers in STEM education.

Respondents emphasized the importance of community engagement and stakeholder collaboration in promoting gender equity in STEM education. This aligns with Allen et al. [47] and Appel et al. [48], who stress the need for robust community engagement to dismantle barriers. However, while previous research emphasizes the importance of community engagement, this study adds a focus on collaborative efforts between schools, businesses, and industries, suggesting a broader approach to stakeholder collaboration in promoting gender equity in STEM education.
