Pakistan continues to grapple with significant gender disparities that affect various sectors, including education and health. The country has consistently ranked near the bottom of the Global Gender Gap Index for several years, highlighting the deep-rooted inequalities faced by women. Additionally, Pakistan’s health system performance is ranked 122nd out of 190 countries, while its position on the Human Development Index stands at 147 out of 170, placing it firmly within the low human development category. These rankings reflect ongoing challenges such as shrinking budgets for health and education, which further exacerbate inequities and restrict access to essential skills and opportunities necessary for social and economic advancement.
In this challenging environment, the pursuit of scientific knowledge, critical thinking, and research often seems out of reach for many, especially girls and young women. A study conducted by the British Council in 2016 revealed that secondary school girls frequently doubted their innate ability to excel in science compared to their male peers. This skepticism is rooted in societal norms where traditional gender roles heavily influence career choices, often steering girls toward a limited range of STEM fields deemed socially acceptable, such as medicine and engineering. Consequently, many young women internalize these constraints, which narrows their aspirations and potential contributions to science and technology.
However, a growing number of educators and science advocates across Pakistan are actively working to challenge and change this narrative. They are striving to broaden the horizons of what it means to be a scientist and who can participate in STEM fields. One such initiative is led by Dr. Athar Osama, the founder and CEO of StemX, a pioneering STEM School for the World. He identifies the lack of visible female role models in STEM as a major obstacle for girls. Dr. Osama emphasizes that by introducing young women to a diverse range of professionals—including scientists, entrepreneurs, and artificial intelligence experts—StemX aims to expand their understanding of science careers beyond the traditional roles of doctors and engineers.
StemX begins with a series of online sessions called “STEM Waves,” where experts from various scientific disciplines share their academic and professional experiences. These sessions include quizzes to engage participants, and those who excel are invited to attend an intensive eight-day residential program hosted at prestigious universities across Pakistan. When the program was first launched, female participation was around 20 percent; today, that number has nearly doubled to approximately 40 percent. Dr. Osama notes that overcoming the cultural “permission culture” prevalent in Pakistan required building trust with parents and demonstrating tangible outcomes, such as girls earning scholarships to study abroad.
In December 2025, StemX expanded its offerings by launching StemX 2.0 in partnership with the Aga Khan University’s School of Biology and Biomedical Sciences. This enhanced 10-day residential program provided hands-on laboratory training focused on DNA identification and epidemiological research. Notably, more than half of the participants were young women, many of whom are pursuing studies in biotechnology and veterinary sciences. Despite being a for-profit enterprise, StemX operates this program on a not-for-profit basis, offering need-based scholarships to ensure that talented students from diverse backgrounds can participate.
Another key player in transforming STEM education in Pakistan is Lalah Rukh Fazal Ur Rehman, founder and CEO of Science Fuse. She highlights the importance of reshaping children’s perceptions of science from an early age by building what she calls “science capital”—the set of beliefs, values, and knowledge about science that individuals carry with them. Central to Science Fuse’s approach is the character Gul Rukh, a fictional 12-year-old Pakistani girl who conducts experiments in her kitchen. Through illustrated books and interactive workshops designed by local artists, Science Fuse creates relatable and accessible entry points for children, especially girls, to envision themselves as scientists, even outside traditional laboratory settings.
Lalah Rukh outlines a threefold strategy to sustain girls’ interest in STEM fields. First, she advocates for decorating schools with posters of women scientists to reinforce the message that “if you can imagine it, you can be it.” Second, she stresses the importance of connecting girls with STEM role models within their own communities, as seeing science beyond the classroom can open new possibilities. Third, she emphasizes investing in teacher training, recognizing that educators who are confident in both scientific knowledge and teaching methods are crucial to nurturing curiosity and engagement among students.
At the public school level, Sana Kazmi, head of partnerships and lead of the STEAM Policy Unit in Sindh under the Ministry of Federal Education and Professional Training’s STEAM Pakistan initiative, observes that girls show strong enthusiasm for STEM activities. In nationwide STEAM Muqablo competitions, girls often lead in hands-on tasks, demonstrating their capability and interest. However, the challenge lies in maintaining this momentum as students transition to higher education, where participation rates among women tend to decline.
To bridge this gap, Dr. Osama has developed the Holistic Science Teaching Fellowship, an online, self-paced course consisting of 15 modules that integrate science with ethics, philosophy, and history. This innovative approach aims to reposition science as an interdisciplinary way of thinking that is deeply embedded in society, rather than a standalone subject. By doing so, the fellowship seeks to empower teachers to inspire students to view science as relevant and accessible.
Across these various initiatives—ranging from storytelling and competitive events to immersive laboratory experiences and teacher development programs—a common theme emerges: the urgent need to expand the definition of who belongs in science. If half of Pakistan’s population continues to perceive STEM as out of reach, the country risks losing a vast reservoir of talent and innovation. Conversely, by encouraging, mentoring, and structurally supporting girls and young women in STEM, Pakistan can unlock transformative benefits that extend beyond individual careers, fostering a more resilient, inquisitive, and forward-looking society.
