Technology-supported differentiated biology education: Trends, methods, content, and impacts
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1 Universitas Negeri Malang, Malang, INDONESIA* Corresponding Author
Abstract
This study aims to fill the gap in understanding the trends, methods, content, and impacts of technology implementation in differentiated biology education at the secondary and higher education levels. The methodology employed is a systematic literature review on the use of technology in differentiated biology education. The search was conducted using the terms ‘technology’ AND (‘differentiated instruction’ OR ‘personalized learning’ OR ‘adaptive teaching’ OR ‘learning style’) AND ‘biology education’ in the Scopus database, yielding 922 articles, of which only 18 met the criteria for further analysis. The findings indicate a rapid increase in publications, with 61% of the articles published between 2022 and 2024. The majority of publications come from journals in the fields of social sciences/education, while contributions from journals in biochemistry, genetics, and molecular biology remain limited, suggesting the need for cross-disciplinary collaboration. Most of the studies (78%) used quantitative and mixed methods, with 72% focusing on higher education. The most commonly used technologies include hands-on tools, data analysis tools, and collaborative tools, with animal anatomy and physiology as the dominant topics. These technologies support learning by enhancing understanding, engagement, and learning outcomes, as well as observation and scientific explanation skills at the secondary school level, and research and bioinformatics skills at the higher education level.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 3, March 2025, Article No: em2598
https://doi.org/10.29333/ejmste/16044
Publication date: 01 Mar 2025
Online publication date: 25 Feb 2025
Article Views: 197
Article Downloads: 107
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How to cite this article
APA
Nurdin, A. M., Gofur, A., Sapta Sari, M., & Munzil (2025). Technology-supported differentiated biology education: Trends, methods, content, and impacts. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2598. https://doi.org/10.29333/ejmste/16044
Vancouver
Nurdin AM, Gofur A, Sapta Sari M, Munzil. Technology-supported differentiated biology education: Trends, methods, content, and impacts. EURASIA J Math Sci Tech Ed. 2025;21(3):em2598. https://doi.org/10.29333/ejmste/16044
AMA
Nurdin AM, Gofur A, Sapta Sari M, Munzil. Technology-supported differentiated biology education: Trends, methods, content, and impacts. EURASIA J Math Sci Tech Ed. 2025;21(3), em2598. https://doi.org/10.29333/ejmste/16044
Chicago
Nurdin, Afrizal Mammaliang, Abdul Gofur, Murni Sapta Sari, and Munzil. "Technology-supported differentiated biology education: Trends, methods, content, and impacts". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 3 (2025): em2598. https://doi.org/10.29333/ejmste/16044
Harvard
Nurdin, A. M., Gofur, A., Sapta Sari, M., and Munzil (2025). Technology-supported differentiated biology education: Trends, methods, content, and impacts. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2598. https://doi.org/10.29333/ejmste/16044
MLA
Nurdin, Afrizal Mammaliang et al. "Technology-supported differentiated biology education: Trends, methods, content, and impacts". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, 2025, em2598. https://doi.org/10.29333/ejmste/16044