Integrating Digital Technologies into Biochemistry Education: A Decade of Efforts, Pandemic Impacts, and Emerging Insights
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| Title: | Integrating Digital Technologies into Biochemistry Education: A Decade of Efforts, Pandemic Impacts, and Emerging Insights |
|---|---|
| Language: | English |
| Authors: | Francis Pereira-Dias, Marina Bazzo de Espíndola |
| Source: | Biochemistry and Molecular Biology Education. 2026 54(2):195-216. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Technology Integration, Technology Uses in Education, Educational Technology, Biochemistry, Science Education, Pandemics, COVID-19, Information Technology, Science Laboratories, Computer Simulation, Gamification, Learner Engagement, Laboratory Training, Science Process Skills, Privacy, Algorithms, Bias, Commercialization, Technological Advancement, Equal Education |
| DOI: | 10.1002/bmb.70038 |
| ISSN: | 1470-8175 1539-3429 |
| Abstract: | This review critically examines the integration of Digital Information and Communication Technologies (TDICs) in biochemistry education over the past decade, highlighting both the benefits and challenges from a critical theoretical perspective. A systematic review was conducted to identify relevant literature, followed by thematic analysis and a detailed synthesis of the findings. Grounded in Feenberg's critical theory of technology and Selwyn's scholarship on education and digital technology, this review examines the implications of virtual laboratories, augmented reality, gamification, and online platforms in biochemistry education, as well as their implications related to the pandemic. We observed that digital technologies can enhance certain aspects of student engagement and learning outcomes; however, they can also hinder equitable access and hands-on laboratory skills. This review also highlights the key elements of critical reflection on the socio-political and ethical implications of digital technologies in biochemistry education, with a particular focus on pandemic-era concerns, including data privacy, algorithmic bias, and the commercialization of teaching practices. Future research should focus on these dimensions to ensure that technological advancements do not perpetuate or amplify educational inequities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500934 |
| Database: | ERIC |
| Abstract: | This review critically examines the integration of Digital Information and Communication Technologies (TDICs) in biochemistry education over the past decade, highlighting both the benefits and challenges from a critical theoretical perspective. A systematic review was conducted to identify relevant literature, followed by thematic analysis and a detailed synthesis of the findings. Grounded in Feenberg's critical theory of technology and Selwyn's scholarship on education and digital technology, this review examines the implications of virtual laboratories, augmented reality, gamification, and online platforms in biochemistry education, as well as their implications related to the pandemic. We observed that digital technologies can enhance certain aspects of student engagement and learning outcomes; however, they can also hinder equitable access and hands-on laboratory skills. This review also highlights the key elements of critical reflection on the socio-political and ethical implications of digital technologies in biochemistry education, with a particular focus on pandemic-era concerns, including data privacy, algorithmic bias, and the commercialization of teaching practices. Future research should focus on these dimensions to ensure that technological advancements do not perpetuate or amplify educational inequities. |
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| ISSN: | 1470-8175 1539-3429 |
| DOI: | 10.1002/bmb.70038 |
