This study explores the design and implementation of an online physics classroom based on neuroscience methods by Tokuhama-Spinosa for 10 girls aged 16 to 18 in Afghanistan. We chose online education due to the circumstances faced by Afghan girls, who are banned from attending high school in Afghanistan.

Banning girls from education clearly violates gender equality in education. Gender equality in education is essential for achieving sustainable development, as it directly impacts health, economic growth, and social stability. Unfortunately, Afghanistan remains the only country in the world where the government has officially prohibited girls and women from accessing secondary and higher education.

Approximately 2.5 million students are out of school, including 1.1 million girls at the secondary education level. For some of these students, online education offers the most viable solution. It allows them to stay at home and continue their studies using a laptop or mobile device.

The course is delivered via Moodle as an LMS and is designed to incorporate asynchronous and synchronous components grounded in neuroscience principles and effective online pedagogy. Asynchronous elements include flipped video lectures, study questions, and structured reflective activities such as the 3-2-1 reflection and session summary, while synchronous sessions involve live online classes, collaborative problem-solving, and group discussions. During synchronous sessions, students engaged in collaboratively solving selected problems and presented their solutions by sharing screens, fostering deeper understanding and peer learning. After class, students completed the 3-2-1 reflection and session summary within two hours, while study questions were due within 24 hours.

Practical work in physics significantly impacts students' understanding of the subject, but how can it be done in online education? We implement it in three main ways: first, students conduct simple experiments by themselves and analyze the results; second, we provide students with experimental data for analysis from experiments conducted in the lab during online classes; and third, in some cases, we use simulation labs such as PhET to help visualize and explore physical concepts.

The preliminary results suggest both potential benefits and notable challenges associated with the implementation of neuroscience-based methods in online physics teaching. When applied effectively, these methods could significantly enhance both teaching outcomes and student learning processes. Documentation of the learning process (via Moodle) has led to two key benefits. First, analyzing students’ assignments and sharing them had a significant impact on the students (individual and group). Second, the 3-2-1 reflection process generated remarkable ideas related to the lesson content.

We addressed challenges such as limited internet access, electricity outages, and inconsistent participation. To tackle these, students were grouped to discuss and complete assignments in a collaborative, peer-to-peer workshop format. This initiative has led to the formation of a new virtual community. Some of these students were already familiar with each other, but by participating in regular workshops with periodic leadership activities, they practice teamwork and strengthen their relationships. The course started in March 2025 and is designed to run until March 2026.

Keywords: Online education, Synchronous session, Virtual Communities, Gender in Education.