The Role of Biotechnology Education in Nigeria’s Industrialization and Sustainable Development

The Role of Biotechnology Education in Nigeria’s Industrialization and Sustainable Development

DELPHONSO Bamidele Tokunbo (PhD), KAYODE-ISOLA Tayo Modupe, OLALEKAN Abass Adebayo

Department of Natural Science, College of Science Education, Lagos State University Education, Ijanikin/Oto, Lagos, Nigeria

DOI: https://doi.org/10.51244/IJRSI.2025.12010075

Received: 03 January 2025; Accepted: 13 January 2025; Published: 22 February 2025

ABSTRACT

This paper examines the critical role of biotechnology education in facilitating technological development and industrial expansion in Nigeria. It posits that the integration of biotechnology into educational curricula is essential for addressing global needs and promoting sustainable development. The study evaluates the current state of science and technology education in Nigeria, highlighting significant challenges such as outdated curricula, insufficient practical training, inadequate infrastructure, and a misalignment between academic institutions and industry requirements. The incorporation of biotechnology instruction into the curriculum would enable students to acquire practical knowledge applicable across various sectors, thereby fostering economic growth, enhancing self-sufficiency, and mitigating unemployment. Through an analysis of its diverse applications and historical context, the study provides a comprehensive understanding of the potential benefits of biotechnology. Furthermore, it delineates the impact of biotechnology education on industrial, healthcare, and agricultural processes, emphasizing its significance in promoting innovation and sustainable practices. The study also presents a comparative analysis of nations that have achieved substantial technological advancements and successfully implemented biotechnology education. To support the integration of biotechnology education in Nigeria, the paper proposes practical strategies for curriculum enhancement and policy implementation. These recommendations encompass conducting training sessions and workshops for educators, upgrading laboratory facilities, and fostering industry-academia collaborations. By implementing these strategies, Nigeria can establish a robust educational foundation, equipping the next generation with the expertise and skills necessary to drive technological innovation and achieve sustainable development.

Keywords: Biotechnology, Sustainable development, Core Curriculum and Minimum Academic Standards (CCMAS), Industrialization, Education

INTRODUCTION

Biotechnology is the use of living organisms or their derivatives to develop products and processes that support a range of industries, including agriculture, healthcare, and industry. With uses ranging from genetic engineering and cell culture to bioinformatics and bioprocessing, it is an essential part of contemporary scientific and industrial breakthroughs (Gupta et al., 2016; Chekol & Gebreyohannes, 2018). Based on the basic principle of using biological systems to develop innovative solutions for difficult problems, biotechnology is sometimes referred to as the “technology of hope” due to its potential to enhance human health, improve quality of life, and protect the environment (Gupta et al., 2016). This field plays a vital role in environmental conservation as well as the development of pharmaceuticals, biofuels, and bioplastics through techniques like bioremediation and sustainable agricultural practices (Williamson, 2017).

Important turning points in Nigeria’s biotechnology history have established the groundwork for the field’s present state and future prospects. With the founding of the Biotechnology Society of Nigeria in the 1980s, the official introduction of biotechnology in Nigeria gained impetus, having started in the late 1970s. To promote progress in this area, the Nigerian government enacted a National Biotechnology Policy in 2001 and established a National Biotechnology Development Agency (NABDA) in recognition of its critical role in national development (Akpa et al., 2022). Important advancements include the commercialization and successful field testing of genetically modified crops, such as cowpea and Bt cotton, which have improved agricultural production and food security.These achievements establish Nigeria as an African leader in biotechnology, highlighting the significance of sustained assistance and calculated investments in this field (Guardian Nigeria, 2024).

Education is essential to the advancement of biotechnology because it gives students the information and abilities they need to spur innovation and meet national development goals. The scientific inquiry, critical thinking, and problem-solving skills that biotechnology education cultivates are vital for the development of new technologies and the expansion of the industrial sector. Students can acquire practical experience and multidisciplinary knowledge by incorporating biotechnology into their academic programs, so equipping them for professions in a variety of biotechnological fields (Díaz et al., 2024). This educational foundation helps create a workforce with the skills necessary to address environmental issues, improve public health, and contribute to sustainable economic development. Furthermore, a bio-economy that supports international sustainability goals can be fostered by well-designed biotechnology education programs that close the knowledge gap between academic research and industrial applications (Guardian Nigeria, 2024). Thus, integrating biotechnology education into national curricula not only prepares a skilled workforce but also ensures that technological advancements align with sustainable development principles, promoting long-term economic stability and environmental stewardship.

Sustainable development is an all-encompassing approach that seeks to ensure the welfare of current and future generations by balancing social justice, environmental protection, and economic advancement (Mensah, 2019). In order to meet human needs and preserve the environment, it involves making prudent use of resources. This concept promotes harmonious coexistence between human activity and the planet’s ecological limitations and addresses significant issues including poverty, resource depletion, and climate change (Mahbub, 2016). Long-term economic stability, public health improvement, and social fairness all depend on sustainable development at the national level.

Nigeria has shown a significant commitment to the Sustainable Development Goals (SDGs) of the UN by incorporating them into its development plans and national policies. The nation has given top priority to biotechnology-related goals, include boosting public health via the creation of biopharmaceuticals and vaccines and increasing food security through innovative agriculture (United Nations, 2024). Projects like the National Biotechnology Development Agency (NABDA), which focuses on fields like crop genetic modification, bioremediation, and the creation of bio-based materials, demonstrate Nigeria’s attempts to use biotechnological breakthroughs for sustainable growth (Guardian Nigeria, 2024). These initiatives demonstrate Nigeria’s commitment to using biotechnology to accomplish the SDGs and advance sustainable industrialization and economic growth.

Biotechnology has the potential to significantly accelerate industrialization and promote sustainable development by fostering innovation, boosting output, and promoting environmental sustainability. For instance, biotechnology in agriculture can produce genetically modified crops that are more resistant to pests, diseases, and environmental stressors, increasing food security and reducing the need for chemical inputs (Das et al., 2023). Healthcare biotechnology enables the development of innovative vaccines and biopharmaceuticals that improve public health outcomes and reduce reliance on imports (Donato et al., 2023). Biotechnology applications such as bioremediation can reduce pollution, restore ecosystems, and increase resource efficiency by using microorganisms to extract pollutants from the environment (Al-Khazaali & Ataei, 2023).Significant progress in industrial biotechnology and sustainable development has resulted from the successful integration of biotechnology education into the curricula of nations such as the United States and India. Biotechnology education, for instance, has helped the bio-based sectors in the United States flourish, generating jobs and encouraging innovation in biofuels and bioplastics (Sharma et al., 2010). In a similar vein, India has supported rural development and economic growth by investing in agricultural biotechnology, which has improved crop yields and sustainability (Kumar et al., 2024). These examples show how biotechnology education can spur manufacturing and promote sustainable development, offering Nigeria a model to follow. This paper argues that robust biotechnology education is essential for Nigeria’s industrialization and sustainable development, as it fosters innovation, addresses key developmental challenges, and aligns with global sustainability goals.

Historical Context of Biotechnology

Biotechnology in its broadest sense has been an essential part of human civilization for millennia, using the natural processes of microorganisms, plants, and animals to make things that benefit people (Leuzinger, 2023). The use of fermentation in traditional techniques to make bread, beverages, and other foodstuffs is one of the first instances of biotechnology. These early applications paved the way for the systematic study and management of biological processes, which would significantly advance during the decades that followed. When the potential for industrial applications of microbiology became apparent in the late nineteenth century, biotechnology established a distinct scientific and industrial field (Demain et al., 2016).

Biotechnology advanced significantly in the early 20th century, especially in response to global issues. Germany, for example, invented fermentation techniques to generate glycerol during World War I, which was essential to their explosives and armaments industries (Demain et al., 2016). Due to a lack of natural rubber, synthetic rubber manufacture also advanced during this time. The interaction between biotechnology with petrochemical engineering advancements from the 1900s to the 1930s demonstrated biotechnology’s capacity to meet social and industrial demands, laying the groundwork for its eventual development into a full-fledged scientific field.

Figure 1: Some milestones in Biotechnology

Adapted from Chatterjee and Chatterjee, (2023)

The middle to late 20th century saw important discoveries that revolutionized biotechnology. Genetic engineering advancements and James Watson and Francis Crick’s 1953 discovery of DNA’s structure made direct genetic material manipulation feasible in the 1970s (Stasi & David, 2023). These developments enabled the creation of genetically modified organisms (GMOs), leading to significant breakthroughs in agriculture, industry, and medicine. The 1980s manufacture of insulin and the 1990s use of genetically modified organisms (GMOs) in agriculture are two examples of how biotechnology has transformed a number of industries (Schürrle, 2018).

Biotechnology has advanced rapidly in recent decades because to advancements in molecular biology, nanotechnology, bionics, genomics, chemistry, genetic engineering, and bioinformatics (Evens, 2022). As we transition to a bio-economy that prioritizes sustainable and renewable biological resources, the field is growing in significance. Modern biotechnology has many applications, including the creation of biofuels and biodegradable plastics, improved medical treatments and diagnostics, and genetically modified organisms (GMOs). The integration of biotechnology into industrial processes is a major step towards more efficient and sustainable production procedures, demonstrating the field’s ongoing progress and its critical role in addressing today’s global concerns (Bhatia & Goli, 2018).

Applications of Biotechnology

Applications of biotechnology are numerous and span a number of industries, including environmental sustainability, healthcare, and food and agriculture. Biotechnology in agriculture is used to raise crop yield, strengthen resistance to pests and diseases, and boost tolerance to unfavorable weather conditions. The creation of high-yielding and nutritionally enhanced cultivars has been made possible by methods like genetic engineering and molecular breeding, which have transformed crop improvement (Singh et al., 2024). For example, herbicide-resistant soybeans and Bt cotton are examples of genetically modified crops that have been instrumental in boosting agricultural output and decreasing the need for chemical pesticides (Ranjha et al., 2022). Moreover, by enhancing soil health, nutrient uptake, and plant resistance via the application of biofertilizers and biopesticides, microbial biotechnology contributes significantly to sustainable agriculture (Chekol & Gebreyohannes, 2018).

Biotechnology has revolutionized the diagnosis, treatment, and prevention of diseases in the healthcare industry. Important therapeutic proteins including insulin, growth hormones, and monoclonal antibodies can now be produced because to advancements in recombinant DNA technology (Ganchozo et al., 2023). Gene therapies, which have the potential to treat genetic illnesses by repairing damaged genes, have also been made possible by advancements in genetic engineering. Furthermore, biotechnology has transformed vaccine development; the quick development of mRNA vaccines for COVID-19 is an example of how the field can quickly address new health issues (Shojaeian & Alizadeh, 2018).Furthermore, biotechnological techniques play a key role in regenerative medicine, where stem cell therapies are used to replace or repair damaged organs and tissues, giving patients with debilitating and chronic diseases fresh hope.

Environmental biotechnology is concerned with creating long-term solutions to reduce pollution in the environment and preserve natural resources. Wastewater treatment is one of the most important uses, where biotechnological techniques including anaerobic digestion, biosorption, and bioremediation are used to eliminate impurities and improve water quality (Ganesan et al., 2024). Along with lowering reliance on fossil fuels and decreasing environmental damage, biotechnology also helps produce biofuels and bioplastics. For example, ethanol and biodiesel are made from renewable biomass using microbial fermentation techniques, which provide cleaner substitutes for traditional fuels (Ganchozo et al., 2023). Furthermore, bioremediation methods use microorganisms’ capacity to break down and purify contaminants in soil and water, thereby treating environmental contamination.

Applications of biotechnology also include industrial processes, where it improve manufacturing’s sustainability and efficiency. Industrial biotechnology is the ecologically friendly production of chemicals, medicines, and materials through the use of microbes and enzymes. In contrast to conventional chemical synthesis, the manufacturing of bio-based compounds, including lactic acid and bioethanol, uses microbial fermentation techniques, which lessens the environmental impact (McGrath & Stevanato, 2020). In the pharmaceutical sector, biotechnology is also essential for the development of biopharmaceuticals, such as vaccines, antibodies, and diagnostic tools, which enhance health outcomes and disease control (Shojaeian & Alizadeh, 2018). The incorporation of biotechnological advancements into industrial procedures demonstrates the field’s capacity to stimulate sustainability and economic progress.

Figure 2: Modern biotechnology and applications

Adapted from Bentahar et al., (2023)

The Case for Biotechnology Education

Biotechnology education is inherently interdisciplinary, combining ideas from biological, agricultural, medical, and engineering sciences to give students both theoretical and practical understanding. A comprehensive strategy ensures that graduates are prepared to meet the diverse demands of society and industry. According to Singh et al. (2024), biotechnology education fosters a wide spectrum of skills, from genetic engineering and molecular biology to bioinformatics and industrial applications. These abilities are crucial for tackling challenging issues in agriculture, health, and environmental sustainability.

Research highlights a disparity between the courses offered in Nigerian tertiary institutions and the preferences or aspirations of students. Delphonso and Viatonu (2018) reveal that many students in science disciplines gravitate toward applied science fields such as agricultural science, nursing, medicine, and engineering, which they perceive as offering better alignment with industry demands and career opportunities. Conversely, students in pure science disciplines often report dissatisfaction, citing their enrollment as a consequence of limited access to their preferred fields. This misalignment underscores the critical need for tertiary curricula to reflect both the needs of the economy and the aspirations of students. A curriculum that lacks self-reliant content fails to equip students with the skills necessary for entrepreneurship or innovation, further exacerbating issues of graduate unemployment and underutilization of potential. To address these challenges, it is imperative to redesign curricula to prioritize relevance, practical applicability, and alignment with the demands of Nigeria’s labor market and technological landscape.These challenges underscore the importance of frameworks like the Core Curriculum and Minimum Academic Standards (CCMAS), which aim to make curricula more relevant to the economy and global technological trends.

The Core Curriculum and Minimum Academic Standards (CCMAS) for institutions in Nigeria place a strong emphasis on the value of teaching biotechnology using a broad, multidisciplinary approach. This framework ensures that students may effectively contribute to technical and socio-economic growth by preparing them for a variety of job choices in academia, industry, and government (NUC, 2023). By outlining the prerequisite coursework and emphasizing both fundamental knowledge and specialist abilities, the CCMAS promotes a well-rounded educational experience.

In addition to curriculum standardization, practical training is crucial to guaranteeing that students can translate theoretical knowledge into practical skills. The practical training that is the foundation of biotechnology education enables students to apply their knowledge in authentic settings. According to Chekol and Gebreyohannes (2018), incorporating internships, industrial partnerships, and hands-on laboratory work into the curriculum enhances students’ employability and practical skills. To produce graduates who are not only informed but also proficient in the most recent biotechnology methods, experiential learning must be able to close the gap between theoretical concepts and their practical applications.

Furthermore, Nigerian biotechnology education is continually being revised to take into account the changing needs of the global market as well as scientific and technological breakthroughs. By incorporating modern subjects like genetic engineering, bioinformatics, and sustainable practices into the curriculum, students are guaranteed to acquire state-of-the-art information and abilities. (NUC 2023). A workforce that can propel innovation and economic success is produced thanks to this alignment with global norms and trends.

Current State of Science and Technology Education in Nigeria

There have been considerable advancements as well as significant challenges in Nigeria’s science and technology education system. The inadequate resources and facilities required for efficient teaching and learning are among the main issues. The practical aspect of science education is hampered by the absence of sufficient laboratory space, contemporary equipment, and necessary teaching resources in many educational institutions. According to Afolabi et al., (2023), the lack of trained scientific teachers makes this shortcoming even worse by leading to huge class numbers and inadequate one-on-one attention for students. Funding shortages have also continuously hampered attempts to raise the standard of science instruction, with public universities being disproportionately impacted (Oyelade & Abolade, 2017).

Regional inequalities in access to quality science education in Nigeria are stark, particularly between urban and rural areas. Studies have revealed significant disparities in resource distribution and infrastructure, with rural schools frequently lacking qualified teachers, functional libraries, and adequate facilities compared to their urban counterparts (Adanmangozi, 2018; Okunlola & Hendricks, 2023). For example, Adanmangozi (2018) observed that while urban schools often benefit from specialized science and mathematics educators, rural schools struggle with an acute shortage, which negatively impacts students’ academic performance. Similarly, Okunlola and Hendricks (2023) highlight that physical and economic access to quality secondary education in remote areas remains a pressing issue, further compounding the challenge of achieving equity in education. Gender disparities in STEM education exacerbate these inequalities, as noted by Chisom et al., (2023), who identified systemic barriers such as cultural norms, inadequate mentorship, and insufficient funding for female-focused STEM initiatives. These factors collectively hinder female participation in STEM fields, leading to underrepresentation in Nigeria’s future workforce and limiting the country’s ability to compete globally in science and technology.

Furthermore, Delphonso et al., (2024) assert that students are not sufficiently exposed to meaningful learning experiences, being broadly prepared for higher education rather than for practical living within society. Elaborating on the factors impeding progress in science and technology, Delphonso et al., (2024) further emphasize that basic infrastructural facilities are inadequate, as are the required number of qualified and committed teachers and technical support personnel such as laboratory attendants and technicians. Classrooms are overcrowded, resulting in teaching that is textbook-centric, examination-oriented, and primarily delivered through lecture methods. Students learn by rote memorization and studying textbooks to pass examinations instead of through firsthand experience, which could better promote understanding, critical thinking, and productivity. This approach hinders students’ ability to comprehend and appreciate the numerous aspects of nature and living organisms that have practical applications and could form the foundation for technological advancements.

The teaching and learning of science and technology in Nigeria also face significant challenges due to outdated methodologies, such as rote memorization and textbook-centered instruction. These traditional approaches focus heavily on the repetition of facts rather than fostering critical thinking, creativity, and problem-solving skills. In contrast, nations with advanced science and technology education systems, such as Finland and Singapore, emphasize inquiry-based learning, practical experimentation, and the integration of real-world applications into classroom instruction. Isa (2022) underscores that Nigeria’s science and technology education is misaligned with the demands of the modern world, limiting its contribution to national security and economic growth. Similarly, Nwafor and Okoi (2019) highlight the gap between theoretical knowledge taught in schools and its practical application, exemplified by the underutilization of scientific principles in local enterprises like the Mechanic Village in Abakaliki, Ebonyi State. Unlike Nigeria, where practical exposure is minimal, these advanced nations prioritize hands-on learning through well-equipped laboratories, partnerships with industries, and mentorship programs. Addressing these challenges in Nigeria requires a systemic overhaul that integrates innovative teaching practices, links classroom content to societal needs, and fosters a culture of lifelong learning to empower students to contribute meaningfully to the nation’s development.

Practical, hands-on learning is pivotal in bridging the gap between theoretical knowledge and its real-world application, as emphasized by Nwafor and Okoi (2019). Their study illustrates how science and technology education in Nigeria often fails to translate classroom knowledge into actionable skills, as seen in the underutilization of modern science principles in settings like the Mechanic Village in Abakaliki. Programs that integrate experiential learning, such as the STEM Bootcamps discussed by Asuquo-Ekpo (2024), offer a compelling solution. These bootcamps immerse students in practical science, technology, engineering, and mathematics (STEM) activities, fostering critical thinking and problem-solving skills. Participants reported significant improvements in understanding STEM concepts and connecting them to real-world challenges, demonstrating the transformative potential of such initiatives. Expanding these programs could address the persistent disconnect between academic instruction and practical application, equipping students with the skills necessary for innovation and national development.

STEM education plays a pivotal role in addressing societal challenges such as climate change, resource depletion, and food insecurity by equipping individuals with the skills and knowledge to develop innovative solutions. Akpokiniovo (2018) emphasizes that science and technology education fosters sustainable development by empowering learners to address pressing environmental and social issues through hands-on activities and practical applications. Similarly, Taangahar et al., (2020) highlight the potential of STEM to transform depressed economies by leveraging scientific research and technological advancements to address resource scarcities and inefficiencies. Examples from other developing nations, such as India’s Green Revolution—where agricultural technologies boosted food production—demonstrate how targeted STEM initiatives can combat food insecurity. Drawing parallels to Nigeria, the integration of STEM education into national development plans can help the country mitigate climate impacts through renewable energy solutions, optimize resource use with innovative technologies, and strengthen food security through advanced agricultural practices. These efforts require concerted action from educational institutions, policymakers, and industries to align STEM education with societal needs.

Furthermore, STEM (science, technology, engineering, and mathematics) education in Nigeria has drawn more attention as a factor in both technical advancement and economic growth. The goal of STEM education programs is to equip students with the knowledge and abilities needed to address difficult social issues like resource depletion and climate change. However, issues including enduring gender inequality, inadequate teacher preparation, and a lack of public understanding of the significance of STEM subjects make it difficult to implement STEM education. Comprehensive legislative changes, more funding for educational facilities, and calculated initiatives to improve teacher professional development are all necessary to address these problems (Chisom et al., 2024; Babajide, 2015). Addressing these systemic challenges requires prioritizing the professional development of teachers, whose expertise and motivation are pivotal for delivering effective STEM education and aligning it with global standards.

Teachers are central to the success of science education, and their professional development is essential for advancing the field, as highlighted by Isa (2022) and Chisom et al., (2023). Isa (2022) emphasizes that empowering educators with specialized training can improve the delivery of science and technology education, thereby fostering national economic growth and stability. Similarly, Chisom et al., (2023) identify inadequate teacher preparation and professional development as significant barriers to aligning Nigeria’s STEM education with global standards. To address these issues, strategies such as regular workshops, access to modern teaching tools, and exposure to innovative pedagogical techniques are crucial. Moreover, competitive remuneration and structured career progression paths can enhance teacher motivation and retention. By investing in teacher welfare and professional growth, stakeholders can create a robust education system capable of producing students equipped to meet contemporary scientific and technological demands.

Despite these challenges, there have been efforts to enhance the curriculum and align it with global standards. The Core Curriculum and Minimum Academic Standards (CCMAS) was developed by the National Universities Commission (NUC) to enhance science and technology education in Nigeria. In addition to integrating global trends and entrepreneurial skills, this new curriculum design emphasizes the inclusion of relevant local issues. NUC (2023) and Independent Newspaper Nigeria (2023) claim that the CCMAS also allows for some academic freedom, enabling universities to tailor 30% of the curriculum to their own local and regional needs. This adaptability should make it easier for education to adjust to the distinct socioeconomic conditions of Nigeria’s different regions.

Cross-sectoral collaboration between the education sector, industries, and policymakers is vital for aligning science education with workforce demands and global trends, as emphasized by Taangahar et al., (2020) and Chisom et al., (2023). Taangahar et al., (2020) argue that partnerships with industries can help bridge resource gaps, such as equipping laboratories and providing practical training opportunities, especially in economically constrained settings. Chisom et al., (2023) highlight the importance of integrating industry-relevant skills into STEM curricula, ensuring that students are prepared for the dynamic needs of the global market. Policymakers play a crucial role by crafting policies that incentivize private sector involvement in education, promote funding for research, and foster innovation through public-private partnerships. This collaborative approach not only enhances the relevance of science education but also positions Nigeria to compete in the global economy by producing a skilled, adaptable, and employable workforce.

Integrating Biotechnology into the Curriculum

The growing demand for biotechnology professionals across industries such as agriculture, pharmaceuticals, and environmental science underscores the need to integrate biotechnology into educational curricula. These fields are experiencing rapid innovation driven by advancements in genetic engineering, bioinformatics, and biomanufacturing, creating opportunities for employment and economic growth. In Nigeria, the agricultural sector stands to benefit significantly, with biotechnology offering solutions to challenges like crop productivity and pest resistance (Díaz et al., 2024). The pharmaceutical industry also depends on biotechnological tools for drug development and vaccine production, aligning with global trends in precision medicine and bio-similar production (Chidobi & Menkiti, 2017). Furthermore, the integration of biotechnology education at various levels can address skills gaps, equipping students with competencies required to meet labor market demands in these sectors (Suleiman, 2024).

Biotechnology education fosters innovative thinking and problem-solving skills, which are critical for scientific research and technological development. By exposing students to advanced biotechnological techniques, such as CRISPR gene editing and polymerase chain reaction (PCR), educational institutions can nurture a generation of researchers capable of addressing complex global challenges like climate change and food insecurity (Wu, 2024). Moreover, curriculum integration aligns with Nigeria’s national development goals, including food security and environmental sustainability, as highlighted by the National Biotechnology Policy (Adegbaju et al., 2024). It also resonates with global STEM trends, where interdisciplinary approaches are increasingly valued. For instance, successful initiatives in other nations, such as Paraguay’s graduate programs in biotechnology innovation, demonstrate the potential of education to bridge the gap between research and industrial applications, promoting sustainable growth (Díaz et al., 2024).

Integrating experiential and inquiry-based learning approaches into biotechnology education allows students to actively engage with complex concepts and develop critical thinking skills. For instance, hands-on laboratory activities such as gel electrophoresis or microbial culturing provide students with direct experience in manipulating biological materials, enhancing their understanding of scientific processes. Programs like the Biotechnology Immersion Program (BiP) illustrate the effectiveness of immersive professional development systems where teachers and students participate in activities designed to simulate real-world biotechnology applications (Bates et al., 2022). Such approaches encourage students to question, hypothesize, and test their ideas, fostering an inquiry-driven mindset essential for innovation.

Real-world case studies and interdisciplinary teaching strategies further enrich biotechnology education by connecting theoretical concepts with practical applications. Case studies such as the use of CRISPR technology for genetic modification or the application of bioinformatics in disease tracking demonstrate biotechnology’s relevance in addressing societal challenges like health crises and food insecurity. Moreover, integrating computational tools, such as bioinformatics software, alongside biology and chemistry curricula prepares students for the interdisciplinary demands of modern scientific research (Kurniasih et al., 2022). These strategies ensure that biotechnology education not only imparts technical knowledge but also equips students with the skills required to solve real-world problems, aligning with the demands of Society 5.0 and beyond.

The successful integration of biotechnology education necessitates well-equipped laboratories, access to updated learning materials, and a cadre of trained educators. These resources are critical for offering hands-on training in advanced biotechnological techniques, such as CRISPR, gel electrophoresis, and microbial culture. However, as highlighted by multiple studies, a lack of funding and inadequate laboratory infrastructure in many institutions across Nigeria hinders the delivery of high-quality education in this field​​. To address these challenges, policymakers must prioritize investments in educational infrastructure, including the provision of modern equipment, specialized classroom setups, and resources that align with current scientific advancements.

Partnerships between educational institutions, research institutes, biotech companies, and government agencies are essential to bridging resource gaps and fostering curriculum relevance. These collaborations can provide opportunities for resource sharing, access to industrial tools, and exposure to real-world applications. For instance, research institutes and biotech companies can offer internships, mentorship programs, and training workshops to students and educators, thereby enhancing practical knowledge. Additionally, government support through policy reforms and funding allocation for biotechnology education can stimulate sustainable growth in this sector. Such partnerships will not only improve the quality of biotechnology education but also align it with workforce demands, preparing students for careers in a rapidly evolving bioeconomy​

A robust biotechnology education program necessitates the establishment of well-equipped laboratories, trained educators, and updated learning materials. Laboratories outfitted with advanced tools, such as PCR machines, gel electrophoresis units, and spectrophotometers, are essential for providing hands-on training and fostering technical competencies among students. Similarly, educators must receive continuous professional development to remain proficient in emerging biotechnological methods and tools. These requirements are critical for ensuring that graduates possess both theoretical knowledge and practical skills, which are indispensable for addressing contemporary scientific and industrial challenges (Chidobi & Menkiti, 2017).

Partnerships with research institutes, biotech companies, and government agencies are vital in bridging resource gaps and enhancing the curriculum. Research institutes can offer internship opportunities and access to cutting-edge facilities, while biotech companies can collaborate on curriculum design to ensure relevance to industry needs. For instance, programs like those in India that utilize virtual labs and cloud-based platforms to deliver biotechnology education in resource-limited settings highlight innovative approaches that can be adapted in Nigeria (Vera-Choqqueccota et al., 2024)​. Government agencies play a central role in coordinating these efforts by funding infrastructure development, creating policies that encourage private sector investment, and facilitating knowledge transfer through public-private partnerships. These collaborative efforts are crucial for advancing biotechnology education and fostering a skilled workforce aligned with national and global priorities.

Professional development is critical in equipping teachers with modern biotechnological methods and effective pedagogical approaches to meet the evolving demands of science education. Training programs such as the Biotechnology Immersion Program (BiP) provide a robust framework for this purpose, allowing educators to engage in hands-on activities and experience advanced biotechnological tools like PCR and gel electrophoresis. Such initiatives enhance teacher confidence and preparedness for classroom implementation, creating a cycle of effective knowledge transfer (Bates et al., 2022)​. Workshops and certifications focusing on interdisciplinary approaches, including the integration of computational tools and experimental techniques, are essential for fostering teacher expertise in biotechnology. Moreover, continuous professional development, supported by mentorship and practical engagement, ensures that educators remain proficient in delivering up-to-date, engaging lessons.

To sustain teacher motivation and retention, structured professional growth pathways, competitive remuneration, and access to cutting-edge resources are vital. Investments in teacher education not only enhance instructional quality but also contribute to national development goals by preparing a skilled workforce in biotechnology. Innovative modules, such as those developed to improve science communication skills, provide additional layers of competency and prepare educators to adapt teaching for diverse student needs in the biotechnology field (Kurniasih et al., 2022)​. By institutionalizing such professional development efforts, stakeholders can address existing gaps and propel Nigeria’s biotechnology education to align with global trends.

Integrating biotechnology into Nigeria’s educational curriculum aligns with both national and international educational standards, particularly those emphasized by UNESCO’s STEM initiatives. These initiatives aim to enhance scientific literacy and foster innovation, which are critical for sustainable development and economic growth (Mensah, 2019). In Nigeria, the National Policy on Education emphasizes the need for science and technology education to drive industrialization and economic development. By incorporating biotechnology into the curriculum, Nigeria can meet local educational policy goals, such as improving employability and fostering innovation among its youth. This integration not only prepares students for the job market but also equips them with the skills necessary to contribute to the country’s biotechnological advancements, thereby supporting the nation’s commitment to the UN Sustainable Development Goals (SDGs) (United Nation, 2024).

The integration of biotechnology into Nigeria’s educational curriculum faces several significant barriers. Chief among these are inadequate infrastructure and limited funding, which hinder the establishment of well-equipped laboratories and the procurement of necessary biotechnological tools (Ogbonna et al., 2022). Additionally, there is a notable lack of awareness and training among educators and policymakers, which further complicates the effective implementation of biotechnology education (Chidobi & Menkiti, 2017). These challenges are exacerbated by the scarcity of qualified teachers who are proficient in biotechnology, making it difficult to deliver high-quality instruction in this field.

To address these challenges, a phased implementation strategy could be adopted, allowing for a gradual introduction of biotechnology into the curriculum. This approach would enable educational institutions to build the necessary infrastructure and train teachers over time (Suleiman, 2024). Increased budget allocations for education, particularly for STEM subjects, are crucial to support this initiative. Public-private partnerships can also play a pivotal role by leveraging resources and expertise from the private sector to enhance educational outcomes (Bisogno & Koroly, 2013). Furthermore, continuous professional development programs for teachers and awareness campaigns for policymakers can help bridge the knowledge gap and foster a more supportive environment for biotechnology education.

The integration of biotechnology into Nigeria’s educational curriculum is expected to yield significant benefits, particularly in producing a workforce skilled in biotechnology. This initiative will equip students with the necessary knowledge and practical skills to contribute effectively to various sectors, including agriculture, medicine, and environmental conservation. By fostering a new generation of biotechnologists, Nigeria can enhance its capacity for innovation and research, driving advancements in critical areas such as crop improvement, disease treatment, and sustainable resource management (Akpa et al., 2022). This skilled workforce will not only meet the demands of the local job market but also compete globally, attracting investments and collaborations that further bolster the nation’s economic growth.

Moreover, integrating biotechnology into the curriculum can address pressing societal challenges through innovative biotechnological solutions. For instance, advancements in agricultural biotechnology can enhance food security by developing crops that are resistant to pests and diseases, thereby increasing yield and nutritional content (Kumar et al., 2024). In the medical field, biotechnology can lead to the development of new therapies and vaccines, improving healthcare outcomes and quality of life. Additionally, environmental biotechnology can offer solutions for waste management, bioremediation, and the production of biofuels, contributing to sustainable development goals (Díaz et al., 2024). By promoting such innovations, Nigeria can achieve significant strides in meeting its national development objectives and aligning with global sustainability initiatives.

Potential Benefits and Impacts of Biotechnology Education

Biotechnology education presents numerous potential benefits and impacts that span across various sectors, fostering sustainable development, economic growth, and technological innovation. The integration of biotechnology into educational systems equips students with the requisite skills for addressing complex global challenges. By promoting scientific inquiry, critical thinking, and problem-solving abilities, biotechnology education plays a pivotal role in preparing students for careers in diverse fields, such as healthcare, agriculture, and environmental management (Dixit & Bardiya, 2024).

One of the most important effects of biotechnology education is its contribution to sustainable development. Biotechnology advancements could result in environmentally friendly solutions that reduce ecological footprints and increase resource efficiency. For example, agricultural biotechnology innovations such as genetically modified crops boost crop yields and disease and insect resistance, reducing the need for chemical pesticides and enhancing food security (Kumar et al., 2024). Another method that biotechnology is essential to environmental conservation is through the development of bioremediation techniques, which use microorganisms to eliminate contaminants and maintain natural ecosystems (Donato et al., 2023).

Biotechnology education in the healthcare industry promotes the creation of novel medical treatments and diagnostic instruments, both of which are critical to enhancing public health outcomes. Precision medicine was developed as a result of developments in genetic engineering and molecular biology. It increases the efficacy of medical interventions by tailoring therapies to each patient’s unique genetic profile (Donato et al., 2023). Moreover, biotechnology helps produce biopharmaceuticals and vaccines, which are essential for both treating and preventing illnesses and enhancing global health (Sharma et al., 2023).

Education in biotechnology also promotes economic progress by producing qualified workers who can spearhead industrial expansion and innovation. The biotechnology sector supports economic activity by attracting substantial investment and providing a large number of job opportunities. According to Graff et al. (2005), biotechnology parks and incubation facilities, for example, offer a nurturing atmosphere for new businesses, encouraging innovation and entrepreneurship. In addition, biotechnology education fosters interdisciplinary cooperation and knowledge sharing, both of which are critical for solving complicated societal issues and accomplishing sustainable development objectives (Díaz et al., 2024).

CONCLUSION

The integration of biotechnology education into Nigeria’s educational system holds immense potential to drive technological innovation, economic growth, and sustainable development. The Federal Government’s commitment to science education, as evidenced by the National Policy on Education, underscores the importance of aligning educational priorities with national development goals. This paper has argued that biological and social education, when strategically incorporated into school curricula, can serve as a foundation for technological advancement. Furthermore, the effective integration of biotechnology education would harness Nigeria’s natural resources and human capital, fostering practical applications for economic and technological development. By addressing the current gaps in curricula and ensuring alignment with global standards and industry needs, Nigeria can cultivate a generation of scientists, innovators, and entrepreneurs equipped to propel the nation toward a more prosperous and sustainable future.

RECOMMENDATION

The following recommendations are made:

1. Biotechnology education should be incorporated into the curriculum and expose both the service and service teaching to the use of using active learning method.
2. Seminars and workshops should be organized for basic science teachers on the use of modern methods to facilitate effective learning.
3. Government should invest in well-equipped laboratories and research facilities to support hands-on learning and scientific research.
4. Government should organize in service training for basic science teachers to enhance their capacity building.
5. As the course biotechnology is studied as course in the university, it is the opinion of the writer that the course should be inculcated into secondary curriculum.
6. And finally as we have Agric Club, JETS Club in the secondary school, Biotechnology club should be formed in order to introduce biotechnology to them at a tender age.

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