I founded Setaragan Zirak School in 2019 with a simple but strong belief: education should not only transfer knowledge but also create meaningful change in society. From the beginning, I wanted the school to be more than a traditional learning space; I wanted it to become a model that could inspire other institutions to rethink how education is delivered.
We began by focusing on gender equality, critical thinking, and the empowerment of women. Over time, I saw how students became more confident, more expressive, and more aware of their role in shaping their future. This progress gave me hope that real change was possible.
However, in 2021, everything changed. With the return of the Taliban, the space for many of these activities became extremely limited, and much of what we believed in could no longer be practiced openly. Despite this, I felt a strong responsibility not to stop, but to adapt and continue in whatever ways were still possible.
The most urgent challenge was the exclusion of girls from secondary education. I could not accept that students who were eager to learn would suddenly lose their right to education. In response, I created an online school so that girls could continue their learning, even under these restrictive conditions.
This innovation is not just a project; it is a response to a real human need. It is my way of ensuring that education, hope, and opportunity remain alive for girls whose futures are at risk.
In practice, this innovation operates through a blended model that combines an in-person school with an extended online learning system, creating a continuous and inclusive pathway for students.
At the in-person level, Setaragan Zirak School provides education for both girls and boys up to Grade 6. At this stage, the focus is not only on academic learning but also on building strong foundations in critical thinking, kindness, empathy, human values, and responsible citizenship.
After Grade 6, boys continue their education in the in-person school up to Grade 12. However, due to restrictions on girls’ education, girls transition into the online learning program, which ensures continuity in their education despite these barriers.
The online school functions as a structured and interactive learning environment. Students participate in live virtual classes and engage in discussions, assignments, and collaborative activities. The flipped classroom approach is employed, enabling students to review materials in advance and utilize class time for active learning and deeper engagement.
One of the unique aspects of this innovation is its wide reach. The online program brings together students not only from different provinces of Afghanistan but also Afghan girls living in countries such as Iran, Pakistan, and Tajikistan.
In addition to academic content, the program develops essential skills, including communication, leadership, digital literacy, and problem-solving.
This innovation has been spreading organically through trust, community engagement, and the relevance of its values in a society affected by conflict, insecurity, and different forms of inequality.
In a context where many people are tired of war, instability, and discrimination—whether gender-based, ethnic, or religious—this approach to education has resonated strongly. There is a growing demand, particularly among women, for a different kind of learning environment—one that encourages questioning, critical thinking, and dignity. Many mothers, who themselves were denied the opportunity to ask questions or pursue education, are now determined that their children will have a different future—one that is connected to the wider world and its changing needs.
As a former lecturer at Kabul University, I have remained connected with my former students many of whom are now studying at universities around the world. These individuals contribute by delivering online seminars for our students, sharing their personal journeys and experiences. Students engage deeply with these sessions, as they hear real, live stories of success.
Many of our students come from households where parents have had limited or no access to education. In response, we organise literacy classes for parents, helping them become more engaged in their children’s learning. In addition, we run programmes such as tailoring and handicraft training to support women’s empowerment and economic independence.
This innovation has continuously evolved through reflection, learning, and the changing needs of students and the wider community.
One important addition has been the annual “Young Entrepreneurs” program. Through this initiative, students experience the full cycle of a small business, from idea development to production, pricing, and presentation. This helps them understand the value of money, develop communication and teamwork skills, and build a deeper appreciation of their parents’ efforts in supporting their education.
We have also expanded the learning experience by organizing seminars on 21st-century skills, educational innovation, and the Sustainable Development Goals.
From the early stages of establishing the school, our team studied and analyzed education systems from countries such as the UK, Finland, South Korea, India, and Japan, alongside reviewing the practices of schools within Afghanistan. These insights have been adapted and localized to fit our context, allowing us to strengthen both the quality and relevance of our model.
A core principle guiding this evolution has been our strong commitment to reflective practice and professionalism. We continuously review our programs, learn from our mistakes, and make conscious efforts not to repeat them. This ongoing process of reflection ensures that we remain aligned with our values and do not move in the wrong direction, while steadily improving the quality and impact of our work.
In our early experience, we moved too quickly in introducing concepts such as democracy and critical thinking. This led to misunderstandings in the community, where some people believed we were promoting Christianity. In a traditional society, this could create serious risks for our team. Over time, we learned to approach change more carefully, gradually, and with sensitivity to local values.
It is therefore important to start small, with a committed and trusted team. Begin with a limited group of students and expand slowly as trust is built. Change that respects the pace of the community is more sustainable than change that is forced or too rapid.
Continuous reflection is essential. Regularly review your programs, learn from your own mistakes, and also learn from the failures of others. In many cases, understanding why others have failed is even more valuable than studying success.
Effective leadership should be humble, supportive, and human-centered.
A culture of kindness, mutual respect, and belonging leads to better teaching and learning outcomes. When people work with motivation and joy, the results are deeper and more sustainable than when work is done under pressure.
A key lesson from our experience is to go beyond students and actively engage their families.
Engaging families and the wider community is therefore not an optional addition but a core part of the model.
Results may take time, but with consistency and commitment, they will come.
