Teaching biology in China: Between Confucian heritage and STEM modernisation

The relevance of this study is determined by the fact that biology has become one of the key subjects of STEM modernisation in China, as the country’s strategic priorities – biotechnology, medicine, genetics, food security, and ecology – are concentrated within this field. These national goals require a new model of biology education that is shifting from an exam-oriented system toward a research-based, interdisciplinary, and technologically enhanced learning environment. The purpose of the study was to analyse how the integration of STEM approaches, digitalisation, and Confucian cultural traditions jointly influence the teaching of biology in China and shape a unique hybrid educational model. The methodology was based on a qualitative comparative analysis of policy documents, curriculum standards, and scholarly publications by Chinese and international researchers, as well as a content analysis of reforms related to STEM integration, digital tools, and the transformation of pedagogical practices. The findings showed that biology has become central to STEM education not by accident but because it provides interdisciplinary links with medicine, chemistry, mathematics, engineering, and environmental science. It was established that Chinese schools and universities are increasingly adopting project-based learning, digital simulations, virtual laboratories, and the integration of biology with big-data analysis and engineering tasks. At the same time, Confucian values – discipline, respect for teachers, and moral norms – continue to shape interaction styles and student motivation, creating a balance between innovation and tradition. Additional systemic challenges were identified, including reduced laboratory practice, a shortage of teachers with research competencies, and digital inequality across regions. The practical significance of the study lies in its potential application in curriculum development, the modernisation of biology teaching, and the adaptation of STEM approaches in countries seeking to harmonise cultural traditions with innovative educational practices