Integrating Precision Medicine Concepts into Biology Education: Preparing Future Biology Teachers for Contemporary Scientific Challenges
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Abstract
The present research aimed to investigate the integration of precision medicine concepts into biology teacher preparation programs in light of rapid advancements in genomics and biomedical technologies, which have positioned precision medicine as a key component of modern healthcare. A descriptive–analytical mixed-methods design was employed. The participants included 50 pre-service biology teachers enrolled in the Faculty of Education at Kafr El-Sheikh University, along with six experts in curriculum and science education. Data were collected using a structured questionnaire based on a five-point Likert scale to assess participants’ knowledge, attitudes, and readiness regarding precision medicine concepts. In addition, semi-structured interviews were conducted with experts to explore the feasibility, challenges, and strategies for integrating these concepts into teacher preparation programs. Observations of collaborative learning activities and analysis of students’ activity sheets and case-based responses were also used to document practical engagement with precision medicine applications. Quantitative data were analyzed using descriptive statistics (means and standard deviations), while qualitative data were analyzed through thematic analysis. The findings revealed that pre-service biology teachers demonstrated a moderate to high level of awareness of precision medicine concepts, particularly in genomics and preventive medicine. However, comparatively lower levels were observed in pharmacogenomics and ethical considerations. Expert perspectives emphasized the importance of integrating contemporary biomedical innovations into biology teacher education and highlighted the need for curriculum modernization and active learning strategies. The research concludes that integrating precision medicine into biology teacher preparation may contribute to enhancing scientific literacy, critical thinking, and awareness of emerging biomedical developments among future teachers.
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