**2. Literature review: gender gap in STEM fields**

Numerous international studies have established a persistent gender gap in STEM fields. A comprehensive meta-analysis conducted by Wang and Degol [12] reveals that, globally, women are underrepresented in STEM occupations. For instance, 18% of girls in tertiary education are enrolled in STEM education globally in comparison to 35% of boys. This underrepresentation is attributed to various factors, including societal stereotypes, lack of role models, and subtle biases in educational practices. However, the literature consistently emphasizes the transformative potential of progressive teaching strategies in mitigating these barriers and fostering gender equity [13]. Research by Archer-Kuhn and MacKinnon [14] highlights the effectiveness of innovative pedagogies, such as project-based learning and collaborative activities, in promoting inclusivity and engagement in STEM subjects. These strategies not only enhance academic performance but also contribute to breaking down gender stereotypes by emphasizing the collaborative and interdisciplinary nature of STEM disciplines [15]. Policy frameworks play a pivotal role in shaping the educational landscape. Laursen et al. [16] emphasize the importance of genderinclusive policies in STEM education. This includes targeted initiatives to encourage girls' participation in STEM activities, provision of mentorship programs, and the

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

integration of gender perspectives into STEM curricula [17]. Such policies aim to create an environment conducive to the empowerment of all students, irrespective of gender.

Shifting the lens to Malakand Division, Pakistan, the existing literature paints a nuanced picture of the challenges faced in promoting gender equity in STEM education. A study conducted by Sadia [18] identifies socio-cultural norms and limited access to resources as key challenges hindering girls' participation in STEM subjects. Socio-cultural factors significantly impact educational choices in the region. Khan et al. [19] discuss the influence of cultural norms and familial expectations on students' decisions to pursue STEM careers. Empirical evidence suggests that interventions need to be culturally sensitive and address community-specific concerns to be effective in promoting gender equity in STEM education [20]. The importance of community engagement is underscored by research conducted by Haque and Doberstein [21], emphasizing the need for collaborative efforts involving educators, parents, and community leaders. This collaborative approach is seen as instrumental in creating awareness, dispelling stereotypes, and garnering support for progressive teaching strategies that promote gender equity in STEM education [22].
