Work

Integrating bioinformatics and phytoremediation science into STEM education for environmental learning

Year: 2026

Type: article

Abstract: Integrating environmental science with STEM education can strengthen scientific literacy and technological fluency. This review synthesizes literature on phytoremediation-based instruction and proposes an interdisciplinary curriculum framework that uses plant-based remediation as a real-world context to engage K-16 learners in inquiry. Learning activities are organized around Kolb’s experiential learning cycle, while Bloom’s taxonomy guides objectives and assessment. The curriculum introduces environmental pollutants, phytoremediation mechanisms, and molecular stress-response concepts through tiered pathways: secondary implementations emphasize experimental design, data literacy, and interpretation of curated or publicly available gene-expression outputs; undergraduate implementations can extend to RNA sequencing (RNA-seq) concepts and guided analysis using the National Center for Biotechnology Information (NCBI), Gene Expression Omnibus (GEO), and the Galaxy platform. An implementation roadmap and suggested evaluation measures are provided to support adoption across resource contexts. By offering scaffolded entry points aligned to learner level, the framework aims to enable scalable implementation while maintaining appropriate rigor.

Source: Discover Education

DOI: 10.1007/s44217-026-01412-1

Authors: Queen Aguma, Ananda Nanjundaswamy, Keerthi Mandyam, Naira Ibrahim, Stella Omane Chibuzor

Institutions: South Dakota State University, Jackson State University, University of Port Harcourt

Language: English

Topic: Genetics, Bioinformatics, and Biomedical Research

Subfield: Molecular Biology

Field: Biochemistry, Genetics and Molecular Biology

Domain: Life Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,390