Integrating bioinformatics and phytoremediation science into STEM education for environmental learning

Abstract Integrating environmental science with STEM education can strengthen scientific literacy and technological fluency. This review synthesizes literature on phytoremediation-based instruction and proposes an interdisciplinary curriculum framework that uses plant-based remediation as a real-world context to engage K-16 learners in inquiry. Learning activities are organized around Kolb’s experiential learning cycle, while Bloom’s taxonomy guides objectives and assessment. The curriculum introduces environmental pollutants, phytoremediation mechanisms, and molecular stress-response concepts through tiered pathways: secondary implementations emphasize experimental design, data literacy, and interpretation of curated or publicly available gene-expression outputs; undergraduate implementations can extend to RNA sequencing (RNA-seq) concepts and guided analysis using the National Center for Biotechnology Information (NCBI), Gene Expression Omnibus (GEO), and the Galaxy platform. An implementation roadmap and suggested evaluation measures are provided to support adoption across resource contexts. By offering scaffolded entry points aligned to learner level, the framework aims to enable scalable implementation while maintaining appropriate rigor.