Abstract:

In the rapidly evolving field of chemical and biotechnological processes, it is crucial for undergraduate students to understand not only the technical aspects but also the ethical and legal implications of their work.

However, the curricula in science and engineering degrees focus mainly on technical content, including theoretical classes, but also project-based teaching, problem-solving seminars, laboratory practices, use of calculation, design and simulation software, and field practices. Other knowledge and skills, such as those related to communication, leadership and ethical and legal issues, must be developed transversally, integrated within the various subjects of the degree.

This work describes the experience developed in the subject ‘Biotechnological processes and products’, from the 4th year of the Degree in Engineering in Industrial Chemistry taught at the University of Vigo, Spain. This degree includes an orientation on biotechnological processes and environmental technology in the last year, in which this subject is offered. In the field of biotechnology, it is especially important that graduates have clear notions about the ethical and legal issues that will be associated with their daily work, but there are no specific sections in the contents of the degree that provide this training to students.

Therefore, in the aforementioned subject, seminar sessions have been planned, in which the following aspects are successively addressed: social perception of biotechnology, procedures for the development and production of drugs, good practices in research and bioethics. Additionally, taking into account the strong innovative component of the sector, a session is dedicated to issues related to intellectual and industrial property, the existing protection modalities and the databases available on this issue.

The contents of each session, the learning objectives, the teaching modality and the evaluation rubrics are described, as well as the main bibliography proposed to students for consultation. The proposed pedagogical model emphasizes active learning, case studies, and group discussions.

Preliminary evaluations indicate that this approach enhances students' understanding of the ethical and legal aspects of biotechnology and their ability to apply this knowledge in their future careers. This teaching model could serve as a blueprint for other engineering disciplines aiming to equip their students with a comprehensive understanding of their field.

Keywords:

Biotechnology, ethics, legal aspects, chemical engineering education, cross-competencies.