Abstract:

The transition from secondary education to university represents a major challenge for students, particularly in core courses such as Biology within the Biochemistry and Molecular Biology degree. This work presents an educational innovation proposal based on the early collection of students’ perceptions, expectations, and needs through an initial survey. The aim was to identify areas for improvement and implement resources that support adaptation to the new academic environment. A total of 42 students were surveyed during the first weeks of class. Results indicate high prior preparation in theoretical Biology, but limited exposure to practical laboratory work, with 85.7% of students reporting no previous hands-on experience. This lack of laboratory practice contrasts with the solid theoretical background and highlights a potential gap in students’ readiness for experimental activities. Additionally, students expressed limited confidence in scientific English and a clear demand for visual study materials and bilingual glossaries. Most participants positively valued the usefulness of key concepts at the end of each topic (79.6% reporting ‘very useful’) and showed interest in group work as a means to deepen content understanding and develop transferable skills. These findings suggest that despite strong theoretical foundations, students may face difficulties in laboratory adaptation and scientific communication, emphasizing the need for early pedagogical support. This study highlights the importance of giving voice to students from the beginning and offers a practical guide for educational innovations applicable to similar contexts.

Keywords:

Educational innovation, Biology, skills.