Genetic Engineering in the Eyes of Future Engineers: Awareness, Attitudes, and Educational Implications

This study aimed to add to the limited research on engineering students' perceptions of genetic engineering (GE), knowing that little is known about engineering students' awareness, attitudes, and perceptions of GE applications in the Philippine context. This research aimed to determine engineering students' awareness of GE applications and attitudes toward GE, and how research explores the possibilities of incorporating this in interdisciplinary courses, such as Chemistry for Engineers. Using a descriptive survey design, this study gathered data from sixty former first-year engineering students of a Catholic university who previously completed Chemistry for Engineers. A validated questionnaire sought demographic information, awareness of ten applications of GE, attitudes using a Likert scale, and open-ended perceptions. Quantitative data are analyzed using descriptive statistics, and qualitative data undergo thematic analysis. Overall, the results found high awareness of popularized applications, like cloning, DNA forensics, GM crops, and mRNA vaccines, but low awareness of more modern applications like CRISPR. Students reported generally positive attitudes toward GE applications in health and agriculture, but also expressed concerns regarding ethical and environmental implications. Students' awareness and attitudes towards GE varied based on strand or cluster, gender, and exposure to media. STEM students demonstrated greater awareness of GE applications and more favorable attitudes, as this strand typically uses science media. Students exposed more frequently to science media had more familiarity and generally positive views toward GE applications. The open-ended responses emphasized curiosity, perceived advantages in health (medicine) or agricultural and environmental management, and a need for clarity. The research findings show that infusing GE topics into Chemistry for Engineers helps engineering students advance scientific literacy, develop critical thinking, and position them to engage with emerging biotechnologies responsibly.