**4.4 Data analysis**

After data collection and transcription, our study undertook systematic thematic analysis to uncover patterns within qualitative data, following methodologies like Braun and Clarke [28] and Bryman [29]. This rigorous approach aimed to explore nuances of gender equity in STEM education in Malakand Division, Pakistan. Additionally, we integrated aspects of grounded theory to allow emergent themes to surface organically, distinguishing our analysis and offering a deeper understanding beyond existing frameworks.

### **4.5 Ethical considerations**

Before commencing data collection, participants were thoroughly informed about the study's purpose, procedures, and their rights. Informed consent was diligently obtained from each participant, ensuring their voluntary participation. Anonymity and confidentiality were paramount, with all participant identities strictly protected. The collected data were securely stored to uphold participant privacy. To ensure credibility, findings were shared with participants for member checking, allowing them to verify the accuracy of interpretations.

### **4.6 Limitations and mitigations**

While confined to the Malakand Division, potentially limiting generalizability, the study maximized depth through a purposive sample and cultural sensitivity. A sample size of 40 was mitigated by employing a saturation point strategy. Cultural biases were addressed through local researchers. Reflexivity tackled researcher bias, and time constraints were managed by prioritizing depth and critical reflection. External factors' impact was monitored, and member checking, though prone to social desirability bias, sought honest participant feedback, reinforcing the study's credibility within its contextual constraints.
