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Growing up, all the textbook authors I knew were male academicians. So, when I applied, I wondered if they would take someone like me seriously.
– says Amrullozoda Farzona Amrullo, a 27- year-old female physics teacher from Tajikistan.
Fazona’s doubts soon gave way to a milestone moment, when she was selected as one of the lead authors for Tajikistan’s new gender‑responsive textbooks on science, technology, engineering and mathematics (STEM), developed as part of a UNESCO project backed by the European Union. The project is part of the broader education reforms in Tajikistan, focusing on creating inclusive, gender‑equitable learning content.
Fazona’s story illustrates how one young teacher’s determination is helping STEM learning materials become more inclusive, equitable, and reflective of the diverse identities of all learners in classrooms across the country.
A decision that sparked change
“To be honest, I hesitated for a long time before applying [to become an author for new textbooks’ development],” she recalls. “I kept asking myself: Will the selection committee take a young woman like me seriously?”.
Despite her doubts, she chose to take the risk.
“The interview felt surprisingly comfortable and positive,” Fazona says. “I talked about my teaching, my students, and my ideas for improving STEM learning in our schools.”
Shortly after, she received the message that would change her path: she had been selected as one of the strongest candidates to join the author team developing the new STEM textbooks.
My first thought was: I can really do something important. It was a critical moment for me – an awakening of confidence and belief in my abilities.
– says Farzona
Building a gender-balanced author team
For the first time in Tajikistan, the project intentionally brought together a gender-balanced author team, involving six female STEM specialists alongside their male colleagues. This diversity became a powerful tool in identifying and addressing gender biases embedded in traditional textbooks.
One male author reflected on the experience:
“It was my first time working in a mixed team of authors. My female colleagues helped me see the materials from perspectives I had never considered. I began noticing elements related to emotional tone, inclusiveness, and hidden gender messages that I had always overlooked.”
Together, the team examined questions such as: How will girls perceive this task? Do the visuals reflect both girls’ and boys’ real experiences? Will this illustration help students imagine themselves in STEM careers? Does the content acknowledge women’s and girls’ contributions?
These discussions, guided by gender-sensitive approaches, helped reshape the textbooks into tools that inspire all learners equally.
The power of breaking gender stereotypes
For Farzona, one of the most meaningful outcomes was the inclusion of female scientists throughout the textbooks.
“If one of my girl students opens a page and reads about a woman making discoveries in bioengineering, astronomy, or chemical engineering, she will feel supported and encouraged,” she says. “This is the power of breaking gender stereotypes: If she did it, then I can do it too.”
Such representation is especially vital in remote regions of Tajikistan, where girls may have limited exposure to female STEM professionals. Featuring inspiring role models helps break deeply rooted stereotypes and expands girls’ visions of what they can achieve.
Looking ahead
The UNESCO-supported STEM textbook initiative in Tajikistan is part of the project Strengthening Competency‑Based and ICT‑Enabled STEM and VET Education and Teacher-Training in Tajikistan, implemented by the UNESCO Regional Office in Almaty from 2022 to 2026 with support from the European Union.
READ MORE: https://www.unesco.org/en/articles/young-female-teacher-joins-national-effort-create-more-inclusive-textbooks-tajikistan
