**3. Current discourse and the present study**

The pursuit of gender equity in STEM education is crucial globally and particularly urgent in regions like Malakand Division, Pakistan. Challenges such as sociocultural norms and limited resources contribute to a gender gap in STEM enrollment. Existing teaching methods may not effectively address this issue, highlighting the need for tailored strategies.

This study aims to investigate the effectiveness of progressive teaching strategies in promoting gender equity in STEM education in Malakand Division. By examining local challenges and trends, it seeks to inform policy, educational practices, and community engagement to bridge the gender gap in STEM fields.

While global literature acknowledges the need for gender equity in STEM, there is a gap in understanding the context of Malakand Division. This research fills this void by exploring local nuances and providing empirical evidence on innovative pedagogies' effectiveness.

Researchers combine international insights with local challenges, conducting surveys and engaging stakeholders to offer context-specific recommendations. The study's significance lies in its potential to transform the educational landscape, fostering inclusivity in STEM and driving local economic development.

The study's novelty lies in its localized approach to progressive teaching strategies, providing practical solutions tailored to the challenges of Malakand Division. It offers a blueprint for educators, policymakers, and community leaders, empowering the next generation of innovators and advancing gender equity in STEM.
