This study examines the effectiveness of integrating STEM-based interdisciplinary teaching
methods into biotechnology education, with a focus on enhancing student engagement, motivation, and
conceptual understanding. A pedagogical experiment was conducted among third-year biology students divided
into control and experimental groups. The experimental group was taught through STEM-integrated modules
combining theoretical content with laboratory-based tasks, including the analysis of fungi infecting Daucus
carota L. and pectin extraction from Shantane and Alau carrot varieties. Data collection included pre- and post
tests, classroom observations, and student feedback surveys, supported by multimedia tools and collaborative
instructional techniques. Results. Findings demonstrated that STEM-integrated lessons significantly improved
students’ motivation, critical thinking, participation, and academic performance compared to traditional
instruction. Students in the experimental group showed deeper conceptual understanding and increased confidence
in applying scientific knowledge to real-world contexts. Scientific novelty. The study provides empirical
evidence on the effectiveness of a newly developed interdisciplinary STEM module specifically designed for
biotechnology topics, demonstrating its capacity to enhance 21st-century skills and practical competencies.
Practical significance. The proposed STEM-based instructional approach and educational materials can be
incorporated into higher education curricula to modernize biotechnology teaching, support interdisciplinary
learning, and strengthen students’ readiness for scientific research and professional practice.