ANALYSIS OF NATIONAL AND INTERNATIONAL EXPERIENCES IN IMPLEMENTING THE STEAM APPROACH IN BIOLOGY EDUCATION: THE CASE OF PLANT PHYSIOLOGY TEACHING
Keywords:
STEAM education, biology education, plant physiology, interdisciplinary integration, higher education, digital technologies, virtual laboratories, project-based learning, research competence, innovation competence, educational modernization, teaching methodology, scientific inquiry, competency-based education, STEM integration.Abstract
This article analyzes national and international experiences in implementing the STEAM approach in biology education, with particular emphasis on teaching Plant Physiology in higher education institutions. The theoretical foundations of STEAM education and its role in enhancing interdisciplinary learning are discussed. The study examines the experiences of countries such as the United States, Finland, South Korea, and Singapore in integrating STEAM principles into biology education through project-based learning, laboratory activities, and digital technologies. In addition, current practices, challenges, and opportunities for implementing STEAM education in Uzbekistan’s higher education system are explored. Special attention is given to the prospects of improving Plant Physiology teaching through interdisciplinary integration, virtual laboratories, and the development of students’ research and innovation competencies. The findings highlight that the STEAM approach contributes to improving the quality of biology education and preparing competitive specialists capable of addressing contemporary scientific and technological challenges.
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