AN EVALUATION OF THE BIOTECHNOLOGY EDUCATION PROFICIENCY AMONG TERTIARY EDUCATION STUDENTS AT FEDERAL UNIVERSITY LAFIA, NASARAWA

BACKGROUND OF THE STUDY: Biotechnology has emerged as a significant scientific revolution in the twenty-first century, offering transformative applications across various industry sectors. The rapid advancement and utilisation of biotechnology have sparked extensive discussions across various academic disciplines, including economics, politics, ethics, and education. In light of the recent advancements in biotechnology, it is imperative for our students to acquire a deeper understanding of the social, ethical, and economic consequences associated with various aspects of biotechnology, including genetic engineering, cloning, genetically modified foods, and other related areas (Chen & Raffan, 1999). The integration and inclusion of biotechnology topics in science syllabuses worldwide is a notable development. Chen and Raffan (1999) observed that biotechnology education is included in school curricula across various educational levels, ranging from elementary schools to universities, in many countries. It is important for science teachers, elementary school teachers, and secondary biology teachers to possess a sufficient level of knowledge in the field of biotechnology. The Nigerian educational system has been influenced by advancements in biotechnology and the inclusion of biotechnological education. The inclusion of teaching units on Biotechnology in the Biology course content marked a significant development in the curricula of 1998. The project of re-designing the primary and secondary curricula (Gunter, Kinderlerer, & Beyleveld, 1998) resulted in improvements to the content and teaching hours of this subject in primary and secondary school curricula.

When students study Biotechnology in Science or Biology courses at school, they are introduced to a technology that has both historical roots, such as the techniques used in bread or wine making, and modern advancements, like genetic engineering. The modern aspect of biotechnology has significant potential for addressing various challenges in our contemporary society. However, it also brings forth new ethical questions and problems that need to be considered. The high relevance and ambivalence of the topic of biotechnology imply that science subjects at school have a specific responsibility. The responsibility at hand is to provide students with accurate information regarding the scientific and technical aspects of biotechnology. Additionally, it is important to equip them with the necessary skills to make informed decisions about the opportunities and risks associated with biotechnology in the future. This statement was made by INRA Europe in 1993. The growing presence of biotechnology in people's everyday lives highlights the need for public awareness and comprehension of this emerging field. The acquisition of a solid and all-encompassing education in biotechnology is essential for the development of this understanding. The ability to meaningfully participate in public debates regarding science and technology is contingent upon individuals having a sufficient level of education in the field. In order for students and future citizens to actively participate in public debate, it is crucial for them to possess a comprehensive understanding of biotechnology, which can be acquired through proper education. In order to actively participate in discussions about biotechnology, it is crucial to have a solid understanding of the fundamental principles of biotechnology and the ethical concerns associated with it. This knowledge forms the basis for informed and meaningful contributions to public debates on the topic.

​​​​​​​STATEMENT OF THE PROBLEM: The inclusion of biotechnology in science education poses several challenges for teachers. The abundance of information in the field of biotechnology presents several challenges when it comes to educating science students. The primary concern is centred around the level of discipline knowledge possessed by teachers and their ability to effectively access and utilise new scientific knowledge. Building upon the previous point, it is important to consider the depth of knowledge possessed by teachers in this discipline. Consequently, teachers are confronted with inquiries regarding the extent to which students can acquire knowledge and the ethical concerns associated with teaching biotechnology. According to Kahle and Meece (1994), it is important for teachers to consider the most effective ways to teach biotechnology topics. The field of biotechnology raises philosophical inquiries about the origins of life and the definition of life itself. These questions can be challenging and overwhelming for students (Leislie & Schibeci, 2003). In addition, it is worth noting that while there is some level of knowledge about biotechnology in higher institutions, the availability of this course is limited to only a few universities in Nigeria. Many entry level students often lack awareness of certain disciplines. This study is necessary due to the circumstances described.