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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
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  Data: Integrating Digital Technologies into Biochemistry Education: A Decade of Efforts, Pandemic Impacts, and Emerging Insights
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  Data: <searchLink fieldCode="SO" term="%22Biochemistry+and+Molecular+Biology+Education%22"><i>Biochemistry and Molecular Biology Education</i></searchLink>. 2026 54(2):195-216.
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  Data: 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
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  Data: 10.1002/bmb.70038
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  Data: 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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        Value: 10.1002/bmb.70038
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      – Text: English
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      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Biochemistry
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      – SubjectFull: Science Education
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      – SubjectFull: Pandemics
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      – SubjectFull: Information Technology
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      – SubjectFull: Science Laboratories
        Type: general
      – SubjectFull: Computer Simulation
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      – SubjectFull: Laboratory Training
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      – SubjectFull: Science Process Skills
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      – SubjectFull: Privacy
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      – SubjectFull: Algorithms
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      – TitleFull: Integrating Digital Technologies into Biochemistry Education: A Decade of Efforts, Pandemic Impacts, and Emerging Insights
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