Hands On STEM Education for Biodiversity Learning

Hands On STEM Education for Biodiversity Learning | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Hands On STEM Education for Biodiversity Learning Carolina Orozco Donneys, Mauricio Medina, Santiago Dorado Muñoz, and 12 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8457546/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract Background Integrating traditional knowledge from the Colombian Pacific with gender-inclusive approaches in STEM (Science, Technology, Engineering, and Mathematics) education has become a key strategy to foster interest in scientific careers, especially among communities with limited access to higher education. Since 2020, the BECAP initiative has promoted this synergy by connecting ancestral knowledge with bioprocesses. Building on the momentum of COP16, it seeks to empower Colombian youth by linking STEM and biodiversity to drive innovative and sustainable solutions. Results Through hands-on workshops that combined local traditional knowledge with scientific principles, a significant increase in interest toward STEM careers was observed among participating students, particularly girls and students from ethnic minority groups. Contextualized experiments—such as bioprocesses applied to conservation—proved effective in strengthening students’ sense of belonging, curiosity, and motivation toward science. Conclusions The project effectively democratizes access to scientific knowledge while reinforcing cultural identity and gender equity in STEM. Results indicate that similar initiatives can be scaled throughout Latin America, aligning with global agendas such as the Sustainable Development Goals and outcomes from COP16. By connecting education, sustainability, and inclusion, BECAP represents a replicable model for engaging youth in solving the ecological challenges of the 21st century. STEM biodiversity traditional Colombian knowledge youth COP16 gender equity sustainable development corporate sustainability Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Introduction In recent decades, STEM (science, technology, engineering, and mathematics) fields have become essential drivers of progress and innovation across diverse societies worldwide. Their interdisciplinary nature and problem-solving approach have proven to be powerful tools for addressing global challenges (Quigley & Herro, 2016 ). However, a widespread belief has persisted for many years that only certain people with specific traits or privileges can succeed in STEM. This perception, reinforced by stereotypes and stigmas, has discouraged many students from pursuing careers in these areas. As a result, despite the vast potential and professional opportunities within STEM, enrollment remains low, especially among women and Indigenous groups (Segura et al., 2023 ; Bollinger & McSkimming, 2024 ). To address this ongoing issue, a growing number of campaigns and organizations have worked to reverse the damage caused by long-standing stereotypes surrounding STEM. These efforts—including workshops, hands-on activities, and nonprofit initiatives—aim to make STEM more accessible and inclusive (Guevara-Roselló & Retana-Ledezma, 2024 ; Edwards et al., 2023; Filippov et al., 2012; Tam et al., 2020 ). These initiatives have proven valuable not only for students but also for society, as STEM careers play a central role in addressing critical issues such as public health, infrastructure, environmental protection, and sustainable development, contributing directly to the achievement of the Sustainable Development Goals (United Nations, 2024 ). International cooperation has become increasingly urgent as the world faces complex environmental and social challenges. The most recent Conference of the Parties (COP) held by the Convention on Biological Diversity (CBD) took place in October 2025, with Cali, Colombia, hosting the 16th edition - COP16. This global event brought together world leaders, scientists, and civil society actors to address key priorities, including halting biodiversity loss, promoting sustainability, and developing coordinated responses to the planet’s most pressing ecological threats (Findlay, 2023 ; United Nations, 2024 ). Nevertheless, the objectives of COP16 go beyond the scope of a temporary conference. They reflect a broader, necessary shift in global priorities toward building more sustainable, equitable, and environmentally responsible societies. Within this framework, a clear and strategic connection emerges between STEM education and the long-term goals of COP16. This alignment guided the implementation of the BECAP (Biochemical Engineering Community Assistance Project) workshop and shaped the central focus of this study. STEM professionals are likely to play a pivotal role in this transformation, as they possess the knowledge, tools, and critical thinking required to develop and apply effective solutions. Experiential learning and culturally relevant pedagogy offer promising pathways to cultivate these skills among youth from diverse backgrounds. Education has become one of our most powerful tools to address global problems such as pollution, climate change, and the degradation of natural resources. Without urgent action to build a more sustainable society, the planet may soon face irreversible consequences. In this context, STEM education becomes a vital bridge between today’s youth and tomorrow’s sustainability leaders. Since 2020, the BECAP workshops have sought to inspire young Colombian students, particularly women and students from underrepresented communities, to pursue careers in STEM fields (Orozco-Donneys et al., 2022; Donneys et al., 2024 ). In its most recent implementation, BECAP was strategically aligned with the COP16 agenda, reinforcing the link between STEM education and global sustainability goals. This edition was conducted at the Technology and Innovation Park YAWA in Cali, Colombia, with 30 high school students from the Ana Julia Holguín School (Fundación Mayagüez). This article presents the objectives, structure, and outcomes of that workshop. It explores how practical, hands-on STEM activities can foster a stronger understanding of sustainability challenges and encourage deeper engagement with science among Colombian youth. Figure 1 shows participants engaging with their educational science kits at the YAWA facility. Methodology According to SiB data, Colombia ranks fourth among the most biodiverse countries in the world and is the richest in bird, orchid, and butterfly species (Alexander von Humboldt Biological Resources Research Institute, 2024 ). However, its natural wealth extends far beyond visible ecosystems, encompassing vast reserves of microscopic life that are still being discovered and play a fundamental role in ecological balance. As part of the awareness and education efforts promoted during COP16, held in Cali, Colombia, the BECAP (Biochemical Engineering Community Assistance Project) initiative, in collaboration with Biochemical Engineering students from Universidad Icesi and organizations such as YAWA, led a science outreach program focused on biodiversity from a microscopic perspective. This initiative aimed to highlight the importance of STEM careers in understanding and protecting biodiversity, while connecting global agendas to local youth education. To generate interest in STEM fields among upper high school students, the event was designed to include educational and interactive activities that emphasized the role of these disciplines in conservation, discovery, and sustainability. A mixed-methods approach was adopted to evaluate the impact of the activities, combining qualitative and quantitative data collection. The study focused on three primary objectives: Mentorship and facilitation : A group of mentors guided and supported participants throughout the event, ensuring active engagement and a clear understanding of the content delivered. Interactive talks : Presentations showcased the significance of STEM careers in sustainable innovation, with a focus on biodiversity and socio-economic development. Notable guests included analog astronauts and youth innovators recognized in national competitions for sustainable products. Workshops and knowledge assessment : Competitions and quizzes were conducted to reinforce key concepts.Prizes were awarded to encourage participation, and questions were based on the talks and experimental activities. The methodology was grounded in a context-based learning model, combining expository instruction with participatory experimentation. A core component was a laboratory kit specifically designed to allow participants to explore microscopic biodiversity through hands-on experiments. This dual approach—conceptual explanation followed by direct experimentation—enabled students to connect theoretical STEM knowledge with real-life environmental contexts, stimulating curiosity and scientific engagement (Fig. 2 ). The event’s design emphasized inclusive participation and accessibility, making use of simple, low-cost materials and practical demonstrations to reduce barriers to learning and promote equitable access to scientific experiences. Interactive Activities Within the project, each workshop and talk aimed to spark curiosity through simple experiments that young people could carry out using accessible, low-cost materials. These experiments were designed to promote interest in science, encourage exploration of STEM careers, and inspire appreciation for Colombian biodiversity. The following activities were included in the program: Microbial Footprint : Microorganisms such as bacteria and fungi are constantly present in our surroundings, although we are often unaware of them. They live on surfaces we touch daily, in the air, in water, and even on our own bodies. However, it is only through close observation that we become aware of the vast microbial diversity in our environment. In this activity, students explored microbial life by gently pressing a fingertip onto a Petri dish containing nutrient agar. Each dish was then sealed with Parafilm and stored for daily observation. This experiment introduced participants to microbiology and helped them visualize otherwise invisible life forms, encouraging curiosity about careers in biological sciences. DNA Extraction : Molecular biology offers a fascinating window into the building blocks of life. In this activity, students extracted DNA from ripe bananas by mashing the fruit and mixing it with alcohol, allowing the genetic material to clump and become visible. The hands-on nature of the process provided participants with a tangible connection to abstract biological concepts. Observing and even touching DNA allowed students to engage with molecular science in a way that felt personal and accessible, potentially inspiring interest in biotechnology, genetics, or medicine. Memory Cards Game : This educational game helped students learn about Colombian biodiversity through images and facts about species such as the glass frog, capybara, guayacán, and mango, as well as microorganisms like Saccharomyces cerevisiae and Anabaena sp. Each card included illustrations and brief ecological or cultural information. The game, played in teams, encouraged collaborative learning, knowledge sharing, and awareness of species conservation. Students learned not only to identify local flora and fauna, but also to appreciate their ecological roles and risks of extinction. Chromatography Experiment : Chromatography is a lab technique used to separate and identify compounds in a mixture. In this hands-on activity, students used basic tools—alcohol, mortars, filter paper, and plant materials (carrots, beets, Swiss chard)—to separate pigments. By visualizing the different colors and patterns, students gained insight into plant biochemistry. This practice reinforced analytical thinking and demonstrated how chemistry and biology intersect in understanding natural processes, deepening students' appreciation for STEM problem-solving. Instrument Design The research instrument design was based on a methodological approach aimed at collecting relevant data and generating meaningful insights into students’ perceptions and attitudes toward STEM fields, biodiversity, and sustainability. A structured survey was developed, incorporating an informed consent section to ensure ethical standards for data collection and use. The study involved a group of 30 high school students from the Mayagüez Foundation (see Fig. 1 ), specifically from 10th and 11th grades, who attended the inaugural event of the YAWA Center for Science, Art, and Technology in Cali during COP16 in October 2024. Two surveys were designed and applied at different stages of the program: before and after the educational intervention. Although both surveys shared the same structure, their purpose was to assess the changes in students’ perceptions following their participation in the activities. Specifically, the instruments were used to measure: Interest in pursuing STEM-related careers before and after the intervention. Knowledge about STEM, biodiversity, and sustainability before and after the event. Attitudes and perceptions regarding these topics, including shifts in motivation or awareness as a result of the YAWA experience. Both instruments included a section on informed consent and collected basic sociodemographic data (e.g., age and gender) to help characterize the study population. To ensure validity and reliability, the content of the surveys was reviewed and validated by STEM education experts and BECAP project leaders Carolina Orozco Donneys and Jose Dario Perea. Application and Data Collection The surveys were designed in a digital format using Google Forms, which facilitated efficient distribution and response collection among the target population. The specific survey links used were: Initial survey: https://forms.gle/bUq8Z3NaNqbMgj2f6 Final survey: https://forms.gle/pVrha93JBcxrfaiN7 Participants were intentionally selected from a specific group of students who attended the YAWA inaugural event. Survey participation was voluntary, and all responses were collected anonymously to ensure confidentiality and compliance with ethical standards. Data collection was conducted in two phases, corresponding to pre- and post-intervention assessments. These two points of application allowed for comparative analysis of students’ interest in STEM, their knowledge of biodiversity and sustainability, and their overall perception of the topics addressed during the program. Data Systematization and Analysis The analysis began with a sociodemographic characterization of the participants, followed by a descriptive examination of their knowledge and perceptions related to STEM, COP16, biodiversity, and sustainability. The collected data were cleaned, verified, and coded using R software to ensure quality and integrity throughout the process. Descriptive statistical analysis was then performed, generating frequency tables, word clouds, and box plots to visualize data distribution and emerging patterns. Finally, the results were interpreted within the conceptual framework of the study, contributing both to the academic literature and the development of practical recommendations for future educational strategies in STEM and sustainability aimed at high school students. Results and Discussion Demographic Profile of the Students The demographic profile of the participants showed a predominance of females (65.5%) over males (34.5%), as observed in Fig. 3 . Regarding age, participants ranged from 14 to 17 years old, with the majority being 15 years old (44.8%), followed by 16-year-olds (37.9%). Despite demographic differences, the design of the workshop encouraged broad participation, aiming to reduce gender and age-related gaps through engaging, hands-on activities. These activities were carefully structured so that no prior scientific knowledge was required, allowing all participants to take part without difficulty. By using practical and accessible approaches, the program created an inclusive learning environment that welcomed students from diverse backgrounds and skill levels. Youth Participation in Activities Student participation was a key variable in the development of BECAP, as it allowed for monitoring progress toward the project’s core objectives. The results showed a notable improvement in engagement. Initially, many students were hesitant to participate actively in the activities. However, as new concepts were introduced and explored in more depth, their confidence gradually increased. This change was especially evident during the laboratory practices, where students had the opportunity to conduct experiments and connect theoretical knowledge with practical application. By the time of the final activity—the BECAP Challenge—participants demonstrated greater enthusiasm and involvement. During this closing session, students answered questions related to the topics covered throughout the event, including types of microorganisms, chemical compounds, and the importance of biodiversity. Their performance indicated significant improvement in understanding and a growing openness to scientific exploration. Figure 4 presents students’ perceptions of the learning experience and highlights the key concepts they reinforced and learned by the end of the program. Relevance of Outreach and Awareness Activities The practical activities carried out, such as DNA extraction from some fruits, extraction of pigments from vegetables, microbial fingerprinting, and the microdiversity activity with cards, played a crucial role in enhancing students' learning. Since these activities were based on simple yet didactic experiments, they could directly link the theoretical concepts learned with practical experiences. Each activity played a key role in the connection between sustainability and biodiversity. On one hand, extracting plant pigments allowed students to observe biochemical processes in plants and their essential role in sustainability, leading to the development of ideas related to ecological alternatives and technological and scientific applications. On the other hand, DNA extraction enabled students to understand and explore the molecular foundation that governs the life of living organisms, highlighting genetic diversity as a vital resource for adaptation and species conservation. Similarly, the biodiversity cards helped consolidate concepts of species and ecosystem interactions and relevant information about each species presented in the cards, providing a broader perspective on the country's richness in fauna, flora, and microorganisms. Additionally, they fostered critical thinking towards species conservation and its application to ensure sustainability and environmental balance. A particularly noteworthy aspect was the agar seeding activity, which involved taking samples from common surfaces with a swab and observing the growth of microorganisms on agar plates. This practice sparked great interest among students and curiosity about the invisible, as it allowed them to discover what usually goes unnoticed in their surroundings, such as the microorganisms present on their bodies or on objects they use daily. The activities conducted not only reinforced concepts of biology and chemistry but also enabled students to not only understand the theory behind the experiments but also to experience the processes occurring in the natural world. The connection between theory and practice proved to be an effective strategy for maintaining their attention and fostering more profound and more meaningful learning. This demonstrates that, through a participatory and practical approach, students acquired scientific knowledge and developed greater motivation toward science, technology, engineering, and mathematics (STEM) fields. In this way, the capacity of social and scientific projects with an environmental perspective, such as the one developed by BECAP at COP16, is highlighted in promoting learning and inspiring future generations to take an interest in STEM careers, adopting a critical and committed stance towards planet conservation. Transformation of Knowledge in STEM Fields According to data presented in Fig. 5 , there was a decrease in response variability and an increase in students' understanding of topics related to STEM, biodiversity, and sustainability following their participation in the activities. This trend aligns with the data shown in Fig. 6 , which demonstrates an increase in students’ interest in pursuing studies in these areas. On one hand, improved comprehension allowed students to establish clearer conceptual connections, which in turn sparked curiosity and encouraged more independent learning. Students became more interested when they recognized the relevance and applicability of what they were learning. At the same time, the activities helped students connect STEM and biodiversity with their everyday lives, making the learning process more meaningful and purposeful. On the other hand, the data revealed that students exhibit greater prior knowledge in biodiversity compared to STEM fields and sustainability. This may be due to their greater exposure to biodiversity-related topics through their natural environment, school excursions, or media. In contrast, sustainability and STEM fields may be perceived as more technical. Similarly, biodiversity can be more intuitive and observable in daily life, whereas sustainability and STEM may require more complex concepts, which could make students feel less familiar with these topics. Effective Learning Strategies and Long-Term Expectations Effective learning strategies played a fundamental role in consolidating the impact of BECAP, as they brought participants closer to the knowledge, interests, and values the project aimed to promote. The activities implemented were designed with an immersive and applied focus, targeting scientific areas that were new or unfamiliar to students. This ensured that the learning experiences offered were unique and engaging—particularly valuable for students who may not typically have access to such experimental activities in traditional academic settings. As shown in previous sections, hands-on experiments such as DNA extraction and pH curve analysis successfully captured students' interest in science. Direct interaction with scientific processes enhanced not only content retention, but also students’ motivation and sense of connection to STEM disciplines. The long-term goal of the project is to broaden its reach, impacting a greater number of students and generating significant social benefits across diverse communities. To achieve this, it is essential to develop new tools and methodologies that expand the program’s scope and provide more dynamic, participatory learning environments. For instance, the design of more advanced and extended activities that tackle real-world challenges—such as circular economy, sustainable industrial production, bioethics in pharmaceutical development, or functional food innovation—could further stimulate interest by showing how science provides concrete solutions to global problems. Ultimately, this approach will not only help cultivate sustained interest in STEM, but also empower future generations to become proactive, creative, and socially responsible agents of change. Role of the Biochemical Engineering Program STEM-related disciplines are fundamentally interconnected in addressing complex problems and generating innovative solutions across a wide range of fields. Their integration allows for the development of tools and knowledge that span from understanding natural phenomena to designing technologies with positive social and environmental impacts. These disciplines do not operate in isolation; rather, they complement one another in professional careers that merge diverse areas of expertise—such as environmental engineering, biotechnology, data science, chemical engineering, and biochemical engineering. These fields combine scientific and technological principles to design sustainable solutions that tackle pressing challenges including biodiversity preservation, climate change mitigation, and industrial process optimization. Biochemical engineering stands out as a particularly powerful example of such interdisciplinary integration, as it effectively bridges scientific theory and real-world application. This field explores the chemistry and metabolism of microorganisms and uses this knowledge to design and optimize bioprocesses. It enables the transformation of scientific ideas into actionable, sustainable technologies with the potential to regenerate ecosystems, revolutionize industries, and support global sustainability goals. Additionally, biochemical engineering promotes circular economy principles by creating bioproducts and converting waste into value-added materials. These experiences not only reinforce theoretical knowledge but also inspire students to see STEM as a set of tools for solving environmental and societal problems. In this regard, BECAP illustrates how the interdisciplinary and applied nature of biochemical engineering can enrich educational experiences for young learners. By introducing students to the possibilities of STEM through engaging, culturally grounded, and solution-oriented activities, the program encourages them to imagine new futures where they are the drivers of innovation and sustainability. Aligning with COP16 goals, this approach promotes scientific development that balances technological advancement with environmental stewardship and social equity, inspiring the next generation of changemakers committed to protecting the planet. Integrating Sustainability learning within the BECAP project to enhance Corporate Sustainability practices. Education in STEAM fields is a key driver for achieving the Sustainable Development Goals (SDGs), particularly when private sector organizations in the Global South integrate sustainability into their strategic planning and daily operations. The BECAP initiative has demonstrated its potential to expand participation in scientific careers (Orozco-Donneys et al., 2022; Donneys et al., 2024 ), thereby directly supporting SDG 4: Quality Education. It promotes inclusive educational activities targeting groups historically excluded from higher education in Colombia. As a result, the initiative contributes to target 4.3—“Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education”—and target 4.5—“Eliminate gender disparities in education and ensure equal access for the vulnerable, including persons with disabilities, Indigenous peoples, and children in vulnerable situations. Furthermore, BECAP promotes SDG 10: Reduced Inequalities by working with youth from low-income and ethnically diverse communities who often lack access to scientific spaces and resources. These efforts directly address target 10.2—“Empower and promote the social, economic and political inclusion of all people”—and 10.3—“Ensure equal opportunity and reduce inequalities of outcome.” Embedding the BECAP project within the framework of COP16 enhances its potential for long-term impact by facilitating participation in global climate dialogues and creating opportunities for international cooperation. Climate law scholar Didac Amat i Puigsech argues that COP events serve as hubs for negotiation and consensus-building among international stakeholders, reinforcing global public interest (Amat i Puigsech, 2024 ). Following this reasoning, it is valid to suggest that initiatives like BECAP—developed within COP16—also contribute to promoting the global public good in STEAM education. The participation of private institutions such as the Mayagüez Foundation—responsible for social and environmental initiatives within the Mayagüez Industrial Group—strengthens the project’s connection to corporate sustainability strategies. By involving their communities in educational activities with tangible environmental outcomes, these companies can align BECAP’s results with international sustainability reporting standards, including GRI (Global Reporting Initiative) and CSRD (Corporate Sustainability Reporting Directive). As a result, the project also supports growing accountability in the private sector, driving cultural change toward sustainability as a core organizational principle. Finally, it is reasonable to consider the long-term environmental implications of the project. By encouraging students from marginalized communities to pursue STEAM careers, BECAP fosters the development of future professionals whose work may contribute to reducing CO₂-equivalent emissions through innovations in sustainable production. As Ana García-Juanatey notes, climate change responses must be contextual and inclusive, accounting for intersecting inequalities based on culture, gender, ethnicity, and economic status (García-Juanatey & Steible, 2023 ). Engaging students who have historically been excluded from science and sustainability education generates greater long-term impact, both socially and environmentally. By promoting human rights and inclusive education, BECAP contributes to climate resilience while embodying the integrative principles of sustainable development. Conclusions The BECAP initiative, aligned with the objectives of COP16, demonstrated that experiential and culturally contextualized STEM education can effectively increase students’ understanding of biodiversity and sustainability while motivating underrepresented youth to consider scientific careers. The integration of traditional knowledge, hands-on experimentation, and mentorship created an inclusive environment that empowered students to connect science with their daily lives and cultural identity. The results indicate measurable growth in knowledge, motivation, and engagement among participants, particularly among girls and students from Afro-Colombian and Indigenous backgrounds. By making science accessible and relevant, the program fostered a sense of belonging and scientific curiosity, confirming the importance of educational strategies rooted in equity, participation, and real-world relevance. As a scalable model, BECAP highlights the potential of STEM education to support global environmental goals while addressing systemic inequalities in access to knowledge. Embedding such initiatives within international frameworks—such as COP16 and the SDGs—and fostering collaboration with private and academic sectors can accelerate the formation of a new generation of sustainability leaders committed to inclusive, science-based solutions. Declarations Ethical Approval: The study protocol was reviewed and approved by the Ethics Committee of Universidad Icesi. All procedures were conducted in accordance with institutional ethical guidelines and national regulations for research involving human participants. The committee determined that the project involved minimal risk and was appropriate for approval under educational research standards. Consent to Participate: All participants provided freely given and informed consent to participate in the study. For students under 18 years of age, consent to participate was obtained from their parents and/or legal guardians. Participation was voluntary, and students could withdraw at any time without consequence. Informed Consent Statement: Written informed consent was obtained from all participants involved in the study. For minors, written informed consent was also obtained from parents and/or legal guardians. All participants and guardians were informed of the study’s objectives, procedures, confidentiality measures, and the voluntary nature of participation prior to data collection. Consent to Publish: Written informed consent for publication of anonymized data and results was obtained from all participants and from the parents and/or legal guardians of students under 18 years of age. Data Availability Statement: The datasets generated and analyzed during the current study are not publicly available due to participant confidentiality but are available from the corresponding author on reasonable request. All data have been fully anonymized. Funding: The authors received no external funding for this study. Competing Interests: The authors declare that they have no competing interests. References Amat i Puigsech D. (2024). El acordeón del clima: Cohesión y tensión entre el norte y el sur globales . Anuario Internacional CIDOB 2025 (Ed. 2024), 78–80. https://dialnet.unirioja.es/servlet/articulo?codigo=9839073 Barral V. Sustainable development in international law: Nature and operation of an evolutive legal norm. 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SiB Colombia. https://cifras.biodiversidad.co/files/Kit_prensa-Cifras_Sobre_Biodiversidad_de_Colombia.pdf Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 05 Feb, 2026 Reviews received at journal 01 Feb, 2026 Reviewers agreed at journal 01 Feb, 2026 Reviews received at journal 27 Jan, 2026 Reviewers agreed at journal 27 Jan, 2026 Reviews received at journal 19 Jan, 2026 Reviewers agreed at journal 13 Jan, 2026 Reviewers invited by journal 08 Jan, 2026 Editor invited by journal 31 Dec, 2025 Editor assigned by journal 30 Dec, 2025 Submission checks completed at journal 29 Dec, 2025 First submitted to journal 29 Dec, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8457546","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":572558086,"identity":"6188008e-2ab7-46ad-b6a9-c3fbcfe04449","order_by":0,"name":"Carolina Orozco 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11:37:45","extension":"html","order_by":17,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":84667,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/16abc220af1aab0278963eb1.html"},{"id":100363766,"identity":"5a8f5b42-49f6-4309-bc9d-8fd552b51677","added_by":"auto","created_at":"2026-01-16 07:51:36","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":623474,"visible":true,"origin":"","legend":"\u003cp\u003eParticipants sharing a moment with their corresponding science kits\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/9417f2a2075b5d0333f60701.png"},{"id":100364003,"identity":"fc1b49b1-a4b1-46c1-a955-1865d8ad2cb8","added_by":"auto","created_at":"2026-01-16 07:52:20","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":1093403,"visible":true,"origin":"","legend":"\u003cp\u003eSmiling student performing the microbial footprint experiment.\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/23b5d48732bab781fdd789fb.png"},{"id":100363775,"identity":"12a2518f-2686-489d-8777-a2bdc3926674","added_by":"auto","created_at":"2026-01-16 07:51:44","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":53894,"visible":true,"origin":"","legend":"\u003cp\u003ePie chart for gender (A) and age (B) of the evaluated students.\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/f17fc4bf6b773ef49e84d85d.png"},{"id":100362704,"identity":"3adcbc9d-8d31-43ee-886a-4223b9c74397","added_by":"auto","created_at":"2026-01-16 07:47:55","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":615018,"visible":true,"origin":"","legend":"\u003cp\u003eLeft - Perception of the learning experience. Right - the concepts they reinforced and learned at the end of the event.\u003c/p\u003e","description":"","filename":"floatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/2009dca414b0b6f36358685e.png"},{"id":100043132,"identity":"a22ed00c-82f7-463c-baf4-c1f927b6941c","added_by":"auto","created_at":"2026-01-12 11:37:43","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":26503,"visible":true,"origin":"","legend":"\u003cp\u003eStudents' knowledge about STEM, Biodiversity and Sustainability, before and after the activities carried out by BECAP.\u003c/p\u003e","description":"","filename":"floatimage5.png","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/91e55d7c7ac87446306b95b2.png"},{"id":100043143,"identity":"1def5139-8d49-4617-b675-fcd90948fb4c","added_by":"auto","created_at":"2026-01-12 11:37:45","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":18339,"visible":true,"origin":"","legend":"\u003cp\u003eStudents' interest in studying STEM-related careers before and after the activities carried out by BECAP.\u003c/p\u003e","description":"","filename":"floatimage6.png","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/38ab1b7ff9ce641436a2b4e8.png"},{"id":100381531,"identity":"6c0fb8db-ba1f-4924-9a6e-4f4421ddfbac","added_by":"auto","created_at":"2026-01-16 10:39:19","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":3117119,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8457546/v1/e0ab70c4-d0c3-449b-85ed-01c65a253131.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Hands On STEM Education for Biodiversity Learning","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn recent decades, STEM (science, technology, engineering, and mathematics) fields have become essential drivers of progress and innovation across diverse societies worldwide. Their interdisciplinary nature and problem-solving approach have proven to be powerful tools for addressing global challenges (Quigley \u0026amp; Herro, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). However, a widespread belief has persisted for many years that only certain people with specific traits or privileges can succeed in STEM. This perception, reinforced by stereotypes and stigmas, has discouraged many students from pursuing careers in these areas. As a result, despite the vast potential and professional opportunities within STEM, enrollment remains low, especially among women and Indigenous groups (Segura et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Bollinger \u0026amp; McSkimming, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eTo address this ongoing issue, a growing number of campaigns and organizations have worked to reverse the damage caused by long-standing stereotypes surrounding STEM. These efforts\u0026mdash;including workshops, hands-on activities, and nonprofit initiatives\u0026mdash;aim to make STEM more accessible and inclusive (Guevara-Rosell\u0026oacute; \u0026amp; Retana-Ledezma, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Edwards et al., 2023; Filippov et al., 2012; Tam et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). These initiatives have proven valuable not only for students but also for society, as STEM careers play a central role in addressing critical issues such as public health, infrastructure, environmental protection, and sustainable development, contributing directly to the achievement of the Sustainable Development Goals (United Nations, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eInternational cooperation has become increasingly urgent as the world faces complex environmental and social challenges. The most recent Conference of the Parties (COP) held by the Convention on Biological Diversity (CBD) took place in October 2025, with Cali, Colombia, hosting the 16th edition - COP16. This global event brought together world leaders, scientists, and civil society actors to address key priorities, including halting biodiversity loss, promoting sustainability, and developing coordinated responses to the planet\u0026rsquo;s most pressing ecological threats (Findlay, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; United Nations, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eNevertheless, the objectives of COP16 go beyond the scope of a temporary conference. They reflect a broader, necessary shift in global priorities toward building more sustainable, equitable, and environmentally responsible societies. Within this framework, a clear and strategic connection emerges between STEM education and the long-term goals of COP16. This alignment guided the implementation of the BECAP (Biochemical Engineering Community Assistance Project) workshop and shaped the central focus of this study. STEM professionals are likely to play a pivotal role in this transformation, as they possess the knowledge, tools, and critical thinking required to develop and apply effective solutions. Experiential learning and culturally relevant pedagogy offer promising pathways to cultivate these skills among youth from diverse backgrounds.\u003c/p\u003e \u003cp\u003eEducation has become one of our most powerful tools to address global problems such as pollution, climate change, and the degradation of natural resources. Without urgent action to build a more sustainable society, the planet may soon face irreversible consequences. In this context, STEM education becomes a vital bridge between today\u0026rsquo;s youth and tomorrow\u0026rsquo;s sustainability leaders.\u003c/p\u003e \u003cp\u003eSince 2020, the BECAP workshops have sought to inspire young Colombian students, particularly women and students from underrepresented communities, to pursue careers in STEM fields (Orozco-Donneys et al., 2022; Donneys et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). In its most recent implementation, BECAP was strategically aligned with the COP16 agenda, reinforcing the link between STEM education and global sustainability goals. This edition was conducted at the Technology and Innovation Park YAWA in Cali, Colombia, with 30 high school students from the Ana Julia Holgu\u0026iacute;n School (Fundaci\u0026oacute;n Mayag\u0026uuml;ez). This article presents the objectives, structure, and outcomes of that workshop. It explores how practical, hands-on STEM activities can foster a stronger understanding of sustainability challenges and encourage deeper engagement with science among Colombian youth. Figure\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows participants engaging with their educational science kits at the YAWA facility.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eAccording to SiB data, Colombia ranks fourth among the most biodiverse countries in the world and is the richest in bird, orchid, and butterfly species (Alexander von Humboldt Biological Resources Research Institute, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). However, its natural wealth extends far beyond visible ecosystems, encompassing vast reserves of microscopic life that are still being discovered and play a fundamental role in ecological balance.\u003c/p\u003e \u003cp\u003eAs part of the awareness and education efforts promoted during COP16, held in Cali, Colombia, the BECAP (Biochemical Engineering Community Assistance Project) initiative, in collaboration with Biochemical Engineering students from Universidad Icesi and organizations such as YAWA, led a science outreach program focused on biodiversity from a microscopic perspective. This initiative aimed to highlight the importance of STEM careers in understanding and protecting biodiversity, while connecting global agendas to local youth education.\u003c/p\u003e \u003cp\u003eTo generate interest in STEM fields among upper high school students, the event was designed to include educational and interactive activities that emphasized the role of these disciplines in conservation, discovery, and sustainability. A mixed-methods approach was adopted to evaluate the impact of the activities, combining qualitative and quantitative data collection. The study focused on three primary objectives:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eMentorship and facilitation\u003c/span\u003e: A group of mentors guided and supported participants throughout the event, ensuring active engagement and a clear understanding of the content delivered.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eInteractive talks\u003c/span\u003e: Presentations showcased the significance of STEM careers in sustainable innovation, with a focus on biodiversity and socio-economic development. Notable guests included analog astronauts and youth innovators recognized in national competitions for sustainable products.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eWorkshops and knowledge assessment\u003c/span\u003e: Competitions and quizzes were conducted to reinforce key concepts.Prizes were awarded to encourage participation, and questions were based on the talks and experimental activities.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThe methodology was grounded in a context-based learning model, combining expository instruction with participatory experimentation. A core component was a laboratory kit specifically designed to allow participants to explore microscopic biodiversity through hands-on experiments. This dual approach\u0026mdash;conceptual explanation followed by direct experimentation\u0026mdash;enabled students to connect theoretical STEM knowledge with real-life environmental contexts, stimulating curiosity and scientific engagement (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). The event\u0026rsquo;s design emphasized inclusive participation and accessibility, making use of simple, low-cost materials and practical demonstrations to reduce barriers to learning and promote equitable access to scientific experiences.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eInteractive Activities\u003c/h2\u003e \u003cp\u003eWithin the project, each workshop and talk aimed to spark curiosity through simple experiments that young people could carry out using accessible, low-cost materials. These experiments were designed to promote interest in science, encourage exploration of STEM careers, and inspire appreciation for Colombian biodiversity. The following activities were included in the program:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eMicrobial Footprint\u003c/span\u003e: Microorganisms such as bacteria and fungi are constantly present in our surroundings, although we are often unaware of them. They live on surfaces we touch daily, in the air, in water, and even on our own bodies. However, it is only through close observation that we become aware of the vast microbial diversity in our environment. In this activity, students explored microbial life by gently pressing a fingertip onto a Petri dish containing nutrient agar. Each dish was then sealed with Parafilm and stored for daily observation. This experiment introduced participants to microbiology and helped them visualize otherwise invisible life forms, encouraging curiosity about careers in biological sciences.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eDNA Extraction\u003c/span\u003e: Molecular biology offers a fascinating window into the building blocks of life. In this activity, students extracted DNA from ripe bananas by mashing the fruit and mixing it with alcohol, allowing the genetic material to clump and become visible. The hands-on nature of the process provided participants with a tangible connection to abstract biological concepts. Observing and even touching DNA allowed students to engage with molecular science in a way that felt personal and accessible, potentially inspiring interest in biotechnology, genetics, or medicine.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eMemory Cards Game\u003c/span\u003e: This educational game helped students learn about Colombian biodiversity through images and facts about species such as the glass frog, capybara, guayac\u0026aacute;n, and mango, as well as microorganisms like \u003cem\u003eSaccharomyces cerevisiae\u003c/em\u003e and \u003cem\u003eAnabaena sp.\u003c/em\u003e Each card included illustrations and brief ecological or cultural information. The game, played in teams, encouraged collaborative learning, knowledge sharing, and awareness of species conservation. Students learned not only to identify local flora and fauna, but also to appreciate their ecological roles and risks of extinction.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eChromatography Experiment\u003c/span\u003e: Chromatography is a lab technique used to separate and identify compounds in a mixture. In this hands-on activity, students used basic tools\u0026mdash;alcohol, mortars, filter paper, and plant materials (carrots, beets, Swiss chard)\u0026mdash;to separate pigments. By visualizing the different colors and patterns, students gained insight into plant biochemistry. This practice reinforced analytical thinking and demonstrated how chemistry and biology intersect in understanding natural processes, deepening students' appreciation for STEM problem-solving.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eInstrument Design\u003c/h3\u003e\n\u003cp\u003eThe research instrument design was based on a methodological approach aimed at collecting relevant data and generating meaningful insights into students\u0026rsquo; perceptions and attitudes toward STEM fields, biodiversity, and sustainability. A structured survey was developed, incorporating an informed consent section to ensure ethical standards for data collection and use.\u003c/p\u003e \u003cp\u003eThe study involved a group of 30 high school students from the Mayag\u0026uuml;ez Foundation (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e), specifically from 10th and 11th grades, who attended the inaugural event of the YAWA Center for Science, Art, and Technology in Cali during COP16 in October 2024.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eTwo surveys were designed and applied at different stages of the program: before and after the educational intervention. Although both surveys shared the same structure, their purpose was to assess the changes in students\u0026rsquo; perceptions following their participation in the activities. Specifically, the instruments were used to measure:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eInterest in pursuing STEM-related careers before and after the intervention.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eKnowledge about STEM, biodiversity, and sustainability before and after the event.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAttitudes and perceptions regarding these topics, including shifts in motivation or awareness as a result of the YAWA experience.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eBoth instruments included a section on informed consent and collected basic sociodemographic data (e.g., age and gender) to help characterize the study population. To ensure validity and reliability, the content of the surveys was reviewed and validated by STEM education experts and BECAP project leaders Carolina Orozco Donneys and Jose Dario Perea.\u003c/p\u003e\n\u003ch3\u003eApplication and Data Collection\u003c/h3\u003e\n\u003cp\u003eThe surveys were designed in a digital format using Google Forms, which facilitated efficient distribution and response collection among the target population. The specific survey links used were:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eInitial survey: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://forms.gle/bUq8Z3NaNqbMgj2f6\u003c/span\u003e\u003cspan address=\"https://forms.gle/bUq8Z3NaNqbMgj2f6\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eFinal survey: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://forms.gle/pVrha93JBcxrfaiN7\u003c/span\u003e\u003cspan address=\"https://forms.gle/pVrha93JBcxrfaiN7\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eParticipants were intentionally selected from a specific group of students who attended the YAWA inaugural event. Survey participation was voluntary, and all responses were collected anonymously to ensure confidentiality and compliance with ethical standards.\u003c/p\u003e \u003cp\u003eData collection was conducted in two phases, corresponding to pre- and post-intervention assessments. These two points of application allowed for comparative analysis of students\u0026rsquo; interest in STEM, their knowledge of biodiversity and sustainability, and their overall perception of the topics addressed during the program.\u003c/p\u003e\n\u003ch3\u003eData Systematization and Analysis\u003c/h3\u003e\n\u003cp\u003eThe analysis began with a sociodemographic characterization of the participants, followed by a descriptive examination of their knowledge and perceptions related to STEM, COP16, biodiversity, and sustainability.\u003c/p\u003e \u003cp\u003eThe collected data were cleaned, verified, and coded using R software to ensure quality and integrity throughout the process. Descriptive statistical analysis was then performed, generating frequency tables, word clouds, and box plots to visualize data distribution and emerging patterns.\u003c/p\u003e \u003cp\u003eFinally, the results were interpreted within the conceptual framework of the study, contributing both to the academic literature and the development of practical recommendations for future educational strategies in STEM and sustainability aimed at high school students.\u003c/p\u003e"},{"header":"Results and Discussion","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eDemographic Profile of the Students\u003c/h2\u003e \u003cp\u003eThe demographic profile of the participants showed a predominance of females (65.5%) over males (34.5%), as observed in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. Regarding age, participants ranged from 14 to 17 years old, with the majority being 15 years old (44.8%), followed by 16-year-olds (37.9%). Despite demographic differences, the design of the workshop encouraged broad participation, aiming to reduce gender and age-related gaps through engaging, hands-on activities. These activities were carefully structured so that no prior scientific knowledge was required, allowing all participants to take part without difficulty. By using practical and accessible approaches, the program created an inclusive learning environment that welcomed students from diverse backgrounds and skill levels.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eYouth Participation in Activities\u003c/h3\u003e\n\u003cp\u003eStudent participation was a key variable in the development of BECAP, as it allowed for monitoring progress toward the project\u0026rsquo;s core objectives. The results showed a notable improvement in engagement. Initially, many students were hesitant to participate actively in the activities. However, as new concepts were introduced and explored in more depth, their confidence gradually increased. This change was especially evident during the laboratory practices, where students had the opportunity to conduct experiments and connect theoretical knowledge with practical application.\u003c/p\u003e \u003cp\u003eBy the time of the final activity\u0026mdash;the BECAP Challenge\u0026mdash;participants demonstrated greater enthusiasm and involvement. During this closing session, students answered questions related to the topics covered throughout the event, including types of microorganisms, chemical compounds, and the importance of biodiversity. Their performance indicated significant improvement in understanding and a growing openness to scientific exploration.\u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents students\u0026rsquo; perceptions of the learning experience and highlights the key concepts they reinforced and learned by the end of the program.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\n\u003ch3\u003eRelevance of Outreach and Awareness Activities\u003c/h3\u003e\n\u003cp\u003eThe practical activities carried out, such as DNA extraction from some fruits, extraction of pigments from vegetables, microbial fingerprinting, and the microdiversity activity with cards, played a crucial role in enhancing students' learning. Since these activities were based on simple yet didactic experiments, they could directly link the theoretical concepts learned with practical experiences. Each activity played a key role in the connection between sustainability and biodiversity. On one hand, extracting plant pigments allowed students to observe biochemical processes in plants and their essential role in sustainability, leading to the development of ideas related to ecological alternatives and technological and scientific applications. On the other hand, DNA extraction enabled students to understand and explore the molecular foundation that governs the life of living organisms, highlighting genetic diversity as a vital resource for adaptation and species conservation.\u003c/p\u003e \u003cp\u003eSimilarly, the biodiversity cards helped consolidate concepts of species and ecosystem interactions and relevant information about each species presented in the cards, providing a broader perspective on the country's richness in fauna, flora, and microorganisms. Additionally, they fostered critical thinking towards species conservation and its application to ensure sustainability and environmental balance. A particularly noteworthy aspect was the agar seeding activity, which involved taking samples from common surfaces with a swab and observing the growth of microorganisms on agar plates. This practice sparked great interest among students and curiosity about the invisible, as it allowed them to discover what usually goes unnoticed in their surroundings, such as the microorganisms present on their bodies or on objects they use daily.\u003c/p\u003e \u003cp\u003eThe activities conducted not only reinforced concepts of biology and chemistry but also enabled students to not only understand the theory behind the experiments but also to experience the processes occurring in the natural world. The connection between theory and practice proved to be an effective strategy for maintaining their attention and fostering more profound and more meaningful learning. This demonstrates that, through a participatory and practical approach, students acquired scientific knowledge and developed greater motivation toward science, technology, engineering, and mathematics (STEM) fields. In this way, the capacity of social and scientific projects with an environmental perspective, such as the one developed by BECAP at COP16, is highlighted in promoting learning and inspiring future generations to take an interest in STEM careers, adopting a critical and committed stance towards planet conservation.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eTransformation of Knowledge in STEM Fields\u003c/h2\u003e \u003cp\u003eAccording to data presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, there was a decrease in response variability and an increase in students' understanding of topics related to STEM, biodiversity, and sustainability following their participation in the activities. This trend aligns with the data shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, which demonstrates an increase in students\u0026rsquo; interest in pursuing studies in these areas.\u003c/p\u003e \u003cp\u003eOn one hand, improved comprehension allowed students to establish clearer conceptual connections, which in turn sparked curiosity and encouraged more independent learning. Students became more interested when they recognized the relevance and applicability of what they were learning. At the same time, the activities helped students connect STEM and biodiversity with their everyday lives, making the learning process more meaningful and purposeful.\u003c/p\u003e \u003cp\u003eOn the other hand, the data revealed that students exhibit greater prior knowledge in biodiversity compared to STEM fields and sustainability. This may be due to their greater exposure to biodiversity-related topics through their natural environment, school excursions, or media. In contrast, sustainability and STEM fields may be perceived as more technical. Similarly, biodiversity can be more intuitive and observable in daily life, whereas sustainability and STEM may require more complex concepts, which could make students feel less familiar with these topics.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eEffective Learning Strategies and Long-Term Expectations\u003c/h2\u003e \u003cp\u003eEffective learning strategies played a fundamental role in consolidating the impact of BECAP, as they brought participants closer to the knowledge, interests, and values the project aimed to promote. The activities implemented were designed with an immersive and applied focus, targeting scientific areas that were new or unfamiliar to students.\u003c/p\u003e \u003cp\u003eThis ensured that the learning experiences offered were unique and engaging\u0026mdash;particularly valuable for students who may not typically have access to such experimental activities in traditional academic settings.\u003c/p\u003e \u003cp\u003eAs shown in previous sections, hands-on experiments such as DNA extraction and pH curve analysis successfully captured students' interest in science. Direct interaction with scientific processes enhanced not only content retention, but also students\u0026rsquo; motivation and sense of connection to STEM disciplines.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe long-term goal of the project is to broaden its reach, impacting a greater number of students and generating significant social benefits across diverse communities. To achieve this, it is essential to develop new tools and methodologies that expand the program\u0026rsquo;s scope and provide more dynamic, participatory learning environments.\u003c/p\u003e \u003cp\u003eFor instance, the design of more advanced and extended activities that tackle real-world challenges\u0026mdash;such as circular economy, sustainable industrial production, bioethics in pharmaceutical development, or functional food innovation\u0026mdash;could further stimulate interest by showing how science provides concrete solutions to global problems.\u003c/p\u003e \u003cp\u003eUltimately, this approach will not only help cultivate sustained interest in STEM, but also empower future generations to become proactive, creative, and socially responsible agents of change.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eRole of the Biochemical Engineering Program\u003c/h2\u003e \u003cp\u003eSTEM-related disciplines are fundamentally interconnected in addressing complex problems and generating innovative solutions across a wide range of fields. Their integration allows for the development of tools and knowledge that span from understanding natural phenomena to designing technologies with positive social and environmental impacts.\u003c/p\u003e \u003cp\u003eThese disciplines do not operate in isolation; rather, they complement one another in professional careers that merge diverse areas of expertise\u0026mdash;such as environmental engineering, biotechnology, data science, chemical engineering, and biochemical engineering. These fields combine scientific and technological principles to design sustainable solutions that tackle pressing challenges including biodiversity preservation, climate change mitigation, and industrial process optimization. Biochemical engineering stands out as a particularly powerful example of such interdisciplinary integration, as it effectively bridges scientific theory and real-world application. This field explores the chemistry and metabolism of microorganisms and uses this knowledge to design and optimize bioprocesses. It enables the transformation of scientific ideas into actionable, sustainable technologies with the potential to regenerate ecosystems, revolutionize industries, and support global sustainability goals. Additionally, biochemical engineering promotes circular economy principles by creating bioproducts and converting waste into value-added materials. These experiences not only reinforce theoretical knowledge but also inspire students to see STEM as a set of tools for solving environmental and societal problems.\u003c/p\u003e \u003cp\u003eIn this regard, BECAP illustrates how the interdisciplinary and applied nature of biochemical engineering can enrich educational experiences for young learners. By introducing students to the possibilities of STEM through engaging, culturally grounded, and solution-oriented activities, the program encourages them to imagine new futures where they are the drivers of innovation and sustainability. Aligning with COP16 goals, this approach promotes scientific development that balances technological advancement with environmental stewardship and social equity, inspiring the next generation of changemakers committed to protecting the planet.\u003c/p\u003e \u003cp\u003e \u003cb\u003eIntegrating Sustainability learning within the BECAP project to enhance Corporate Sustainability practices.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eEducation in STEAM fields is a key driver for achieving the Sustainable Development Goals (SDGs), particularly when private sector organizations in the Global South integrate sustainability into their strategic planning and daily operations.\u003c/p\u003e \u003cp\u003eThe BECAP initiative has demonstrated its potential to expand participation in scientific careers (Orozco-Donneys et al., 2022; Donneys et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), thereby directly supporting SDG 4: Quality Education. It promotes inclusive educational activities targeting groups historically excluded from higher education in Colombia. As a result, the initiative contributes to target 4.3\u0026mdash;\u0026ldquo;Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education\u0026rdquo;\u0026mdash;and target 4.5\u0026mdash;\u0026ldquo;Eliminate gender disparities in education and ensure equal access for the vulnerable, including persons with disabilities, Indigenous peoples, and children in vulnerable situations.\u003c/p\u003e \u003cp\u003eFurthermore, BECAP promotes SDG 10: Reduced Inequalities by working with youth from low-income and ethnically diverse communities who often lack access to scientific spaces and resources. These efforts directly address target 10.2\u0026mdash;\u0026ldquo;Empower and promote the social, economic and political inclusion of all people\u0026rdquo;\u0026mdash;and 10.3\u0026mdash;\u0026ldquo;Ensure equal opportunity and reduce inequalities of outcome.\u0026rdquo; Embedding the BECAP project within the framework of COP16 enhances its potential for long-term impact by facilitating participation in global climate dialogues and creating opportunities for international cooperation. Climate law scholar Didac Amat i Puigsech argues that COP events serve as hubs for negotiation and consensus-building among international stakeholders, reinforcing global public interest (Amat i Puigsech, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Following this reasoning, it is valid to suggest that initiatives like BECAP\u0026mdash;developed within COP16\u0026mdash;also contribute to promoting the global public good in STEAM education.\u003c/p\u003e \u003cp\u003e The participation of private institutions such as the Mayag\u0026uuml;ez Foundation\u0026mdash;responsible for social and environmental initiatives within the Mayag\u0026uuml;ez Industrial Group\u0026mdash;strengthens the project\u0026rsquo;s connection to corporate sustainability strategies. By involving their communities in educational activities with tangible environmental outcomes, these companies can align BECAP\u0026rsquo;s results with international sustainability reporting standards, including GRI (Global Reporting Initiative) and CSRD (Corporate Sustainability Reporting Directive). As a result, the project also supports growing accountability in the private sector, driving cultural change toward sustainability as a core organizational principle.\u003c/p\u003e \u003cp\u003eFinally, it is reasonable to consider the long-term environmental implications of the project. By encouraging students from marginalized communities to pursue STEAM careers, BECAP fosters the development of future professionals whose work may contribute to reducing CO₂-equivalent emissions through innovations in sustainable production. As Ana Garc\u0026iacute;a-Juanatey notes, climate change responses must be contextual and inclusive, accounting for intersecting inequalities based on culture, gender, ethnicity, and economic status (Garc\u0026iacute;a-Juanatey \u0026amp; Steible, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEngaging students who have historically been excluded from science and sustainability education generates greater long-term impact, both socially and environmentally. By promoting human rights and inclusive education, BECAP contributes to climate resilience while embodying the integrative principles of sustainable development.\u003c/p\u003e \u003c/div\u003e"},{"header":"Conclusions","content":"\u003cp\u003eThe BECAP initiative, aligned with the objectives of COP16, demonstrated that experiential and culturally contextualized STEM education can effectively increase students\u0026rsquo; understanding of biodiversity and sustainability while motivating underrepresented youth to consider scientific careers. The integration of traditional knowledge, hands-on experimentation, and mentorship created an inclusive environment that empowered students to connect science with their daily lives and cultural identity.\u003c/p\u003e \u003cp\u003eThe results indicate measurable growth in knowledge, motivation, and engagement among participants, particularly among girls and students from Afro-Colombian and Indigenous backgrounds. By making science accessible and relevant, the program fostered a sense of belonging and scientific curiosity, confirming the importance of educational strategies rooted in equity, participation, and real-world relevance.\u003c/p\u003e \u003cp\u003eAs a scalable model, BECAP highlights the potential of STEM education to support global environmental goals while addressing systemic inequalities in access to knowledge. Embedding such initiatives within international frameworks\u0026mdash;such as COP16 and the SDGs\u0026mdash;and fostering collaboration with private and academic sectors can accelerate the formation of a new generation of sustainability leaders committed to inclusive, science-based solutions.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthical Approval:\u0026nbsp;\u003c/strong\u003eThe study protocol was reviewed and approved by the Ethics Committee of Universidad Icesi. All procedures were conducted in accordance with institutional ethical guidelines and national regulations for research involving human participants. The committee determined that the project involved minimal risk and was appropriate for approval under educational research standards.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Participate:\u0026nbsp;\u003c/strong\u003eAll participants provided freely given and informed consent to participate in the study. For students under 18 years of age, consent to participate was obtained from their parents and/or legal guardians. Participation was voluntary, and students could withdraw at any time without consequence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed Consent Statement:\u0026nbsp;\u003c/strong\u003eWritten informed consent was obtained from all participants involved in the study. For minors, written informed consent was also obtained from parents and/or legal guardians. All participants and guardians were informed of the study\u0026rsquo;s objectives, procedures, confidentiality measures, and the voluntary nature of participation prior to data collection.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to Publish:\u0026nbsp;\u003c/strong\u003eWritten informed consent for publication of anonymized data and results was obtained from all participants and from the parents and/or legal guardians of students under 18 years of age.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement:\u0026nbsp;\u003c/strong\u003eThe datasets generated and analyzed during the current study are not publicly available due to participant confidentiality but are available from the corresponding author on reasonable request. All data have been fully anonymized.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eThe authors received no external funding for this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests:\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAmat i Puigsech D. (2024). \u003cem\u003eEl acorde\u0026oacute;n del clima: Cohesi\u0026oacute;n y tensi\u0026oacute;n entre el norte y el sur globales\u003c/em\u003e. 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Biodiversity Colombia 2023.\u003c/em\u003e SiB Colombia. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://cifras.biodiversidad.co/files/Kit_prensa-Cifras_Sobre_Biodiversidad_de_Colombia.pdf\u003c/span\u003e\u003cspan address=\"https://cifras.biodiversidad.co/files/Kit_prensa-Cifras_Sobre_Biodiversidad_de_Colombia.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"STEM, biodiversity, traditional Colombian knowledge, youth, COP16, gender equity, sustainable development, corporate sustainability","lastPublishedDoi":"10.21203/rs.3.rs-8457546/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8457546/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eIntegrating traditional knowledge from the Colombian Pacific with gender-inclusive approaches in STEM (Science, Technology, Engineering, and Mathematics) education has become a key strategy to foster interest in scientific careers, especially among communities with limited access to higher education. Since 2020, the BECAP initiative has promoted this synergy by connecting ancestral knowledge with bioprocesses. Building on the momentum of COP16, it seeks to empower Colombian youth by linking STEM and biodiversity to drive innovative and sustainable solutions.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThrough hands-on workshops that combined local traditional knowledge with scientific principles, a significant increase in interest toward STEM careers was observed among participating students, particularly girls and students from ethnic minority groups. Contextualized experiments\u0026mdash;such as bioprocesses applied to conservation\u0026mdash;proved effective in strengthening students\u0026rsquo; sense of belonging, curiosity, and motivation toward science.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThe project effectively democratizes access to scientific knowledge while reinforcing cultural identity and gender equity in STEM. Results indicate that similar initiatives can be scaled throughout Latin America, aligning with global agendas such as the Sustainable Development Goals and outcomes from COP16. By connecting education, sustainability, and inclusion, BECAP represents a replicable model for engaging youth in solving the ecological challenges of the 21st century.\u003c/p\u003e","manuscriptTitle":"Hands On STEM Education for Biodiversity Learning","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-12 11:37:38","doi":"10.21203/rs.3.rs-8457546/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-02-05T15:16:59+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-02-01T19:02:08+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"125855336921913715940792866299319169823","date":"2026-02-01T18:31:37+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-27T19:42:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"116236021272226934629719196528187075569","date":"2026-01-27T17:15:55+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-01-20T01:07:35+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"65297649504206431869638208017626858022","date":"2026-01-13T16:32:57+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-01-08T14:45:04+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-12-31T15:33:21+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-12-30T10:23:13+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-12-29T21:22:43+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-12-29T21:17:40+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"de283cd8-127e-4179-8f74-a0f0784a5522","owner":[],"postedDate":"January 12th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-14T22:23:16+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-12 11:37:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8457546","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8457546","identity":"rs-8457546","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}