Enhancing Digital Literacy in Biotechnology Education: A Big Data-Driven Approach to Teacher Development

Abstract

Background: The rapid advancement of big data and digital technologies has significantly transformed education, necessitating the development of digital literacy among educators. In the field of biotechnology education, where data-driven research, bioinformatics, and digital learning tools are becoming increasingly integral, teachers must acquire digital competencies to enhance the teaching and learning experience. The integration of big data analytics, artificial intelligence (AI), and digital education platforms plays a crucial role in improving pedagogical approaches, student engagement, and professional development for educators in biotechnology and life sciences. Objective: This study aims to identify and analyze the process of teachers' digital literacy formation within the big data era, specifically in the context of biotechnology education. It examines the current state of digital literacy among educators, explores key factors influencing digital literacy development, evaluates the role of big data technologies in augmenting digital literacy, and proposes a comprehensive framework to enhance digital competence in biotechnology teaching. Methods: A mixed-methods approach was employed, incorporating both quantitative and qualitative data collection methods. Online surveys were used to gather quantitative insights, while semi-structured interviews provided qualitative perspectives from biotechnology educators. Descriptive and inferential statistical analyses were applied to the quantitative data, while thematic analysis was conducted on qualitative responses. This methodological approach provided a holistic understanding of the factors influencing digital literacy development. Results: Findings indicate that teachers' digital literacy levels vary significantly, with primary and early-career educators displaying lower proficiency in data-driven tools, biotechnology-related digital platforms, and e-learning systems. Key determinants of digital competence include access to digital resources, professional training in educational technologies, institutional support, and teachers' attitudes toward technology adoption. Furthermore, big data technologies enhance digital literacy by providing real-time analytics, personalized professional development, and collaborative learning opportunities. Educators with access to data-driven decision-making tools demonstrated improved curriculum planning, student engagement, and assessment strategies, particularly in biotechnology and STEM education. Conclusion: Developing digital literacy among biotechnology educators requires a strategic approach, combining institutional support, continuous professional development, and big data integration in teaching methodologies. By leveraging big data analytics and AI-driven educational platforms, biotechnology teachers can enhance knowledge dissemination, laboratory simulations, and online learning experiences. This research highlights the importance of digital transformation in biotech education, emphasizing the role of data-driven pedagogical innovation in preparing future scientists.