PEDAGOGICAL CONDITIONS FOR ENHANCING COGNITIVE ENGAGEMENT OF HIGHER MEDICAL EDUCATION STUDENTS IN LEARNING GENOME EDITING TECHNOLOGIES WITHIN A MOLECULAR BIOLOGY COURSE

Abstract

This article presents a practical, student-centered approach to designing guide RNAs for the CRISPR/Cas9 system as an effective tool for enhancing cognitive engagement among medical students during molecular biology courses. The study aimed to evaluate the educational potential of integrating modern molecular-genetic and bioinformatics technologies into the learning process. The pilot implementation methodology included identifying target genes in the NCBI database, designing and analytically selecting guide RNAs while considering potential off-target effects, using online tools such as CHOPCHOP and Benchling. Results demonstrated that students exhibited increased engagement, analytical thinking, critical evaluation of results, and a systematic understanding of the clinical relevance of CRISPR/Cas9. The practical exercise promoted the development of research competencies, integration of theoretical knowledge with practical skills, and aligned with constructivist and STEM-based educational approaches. These findings indicate a high educational potential of the proposed methodology and provide a foundation for further, large-scale pedagogical research in medical and molecular biology education.