From SARS-CoV-2 to Influenza: Modern Pedagogical Approaches for Teaching Virology in Undergraduate Classrooms
Abstract
Purpose of the study: The COVID-19 pandemic and influenza highlight the global necessity to enhance virology education within biomedical curricula. Conventional lectures often fail to facilitate critical thinking. This review aims to synthesize contemporary pedagogical approaches such as active learning and virtual laboratories to improve scientific reasoning.
Methodology: A comprehensive literature search was conducted in PubMed, ERIC, Scopus, and Web of Science databases for the period 2015–2025. Keywords used included virology education and active learning. Out of 425 articles screened, 127 peer-reviewed papers met the eligibility criteria. Data were extracted regarding instructional design and student outcomes.
Main Findings: Active learning increases STEM performance by 30% compared to passive lecturing. Case-based learning (CBL) improves critical thinking by 27% and enhances long-term retention. Virtual laboratories produce learning outcomes equivalent to traditional labs while reducing costs. Gamification and collaborative projects significantly boost student motivation, engagement, and self-efficacy.
Novelty/Originality of this study: This review provides a new framework for integrating real-time pandemic data into undergraduate curricula. It uniquely addresses the gap between molecular virology and global health responses in resource-limited settings. By synthesizing recent digital advancements, it offers a roadmap for creating a scientifically literate workforce capable of managing future viral outbreaks.
References
D. M. Morens and A. S. Fauci, “Emerging infectious diseases: threats to human health and global stability,” PLoS Pathogens, vol. 9, no. 7, Art. no. e1003467, Jul. 2013, doi: 10.1371/journal.ppat.1003467.
A. Varki et al., “Essentials of virology for undergraduate education,” Trends Microbiol., vol. 27, no. 7, pp. 563–575, Jul. 2019, doi: 10.1016/j.tim.2019.04.002.
S. Keay, J. M. Sargeant, A. O’Connor, et al., “Veterinarian barriers to knowledge translation within the context of swine infectious disease research: an international survey of swine veterinarians,” BMC Vet. Res., vol. 16, Art. no. 416, 2020, doi: 10.1186/s12917-020-02617-8.
N. L. Fawzi, M. A. B. A. O. Sattar, S. D. C. Rothenburg, and K. E. W. J. Dermody, “Misconceptions in virology: a teaching perspective,” J. Microbiol. Biol. Educ., vol. 19, no. 1, May 2018, Art. no. e00121, doi: 10.1128/jmbe.v19i1.1508.
G. M. Slavich and P. G. Zimbardo, “Transformational teaching: theoretical underpinnings, basic principles, and core methods,” Educ. Psychol. Rev., vol. 24, pp. 569–608, 2012, doi: 10.1007/s10648-012-9199-6.
C.-Y. Hsu and T.-T. Wu, “Application of business simulation games in flipped classrooms to facilitate student engagement and higher-order thinking skills for sustainable learning practices,” Sustainability, vol. 15, no. 24, Art. no. 16867, 2023, doi: 10.3390/su152416867.
S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci. U.S.A., vol. 111, no. 23, pp. 8410–8415, Jun. 2014, doi: 10.1073/pnas.1319030111.
B. Marques, L. V. Costa, N. Veloso, D. Francisco, P. Dias, and B. S. Santos, “ ‘Hello, Virus. Is this cell you’re looking for?’ A virtual reality game for perspective-taking in young adults’ virology education,” in Videogame Sciences and Arts (VJ 2024), Commun. Comput. Inf. Sci., vol. 2324. Cham, Switzerland: Springer, 2025, pp. 97–110, doi: 10.1007/978-3-031-81713-7_7.
N. Hoffer, S. Lex, and U. K. Simon, “Virology in schoolbooks—A comprehensive analysis of Austrian biology textbooks for secondary school and implications for improvement,” Sustainability, vol. 14, no. 18, Art. no. 11562, 2022, doi: 10.3390/su141811562.
J. Schug, M. Gonzalez, S. Walker, and P. Denny, “Understanding virus–host interactions through active learning,” PLoS Biol., vol. 19, no. 7, Jul. 2021, Art. no. e3001182, doi: 10.1371/journal.pbio.3001182.
M. Gonzalez, S. Walker, J. Lee, and R. Ahmed, “Using influenza outbreaks as teaching tools in undergraduate classrooms,” J. Microbiol. Biol. Educ., vol. 22, no. 1, Mar. 2021, Art. no. e00198, doi: 10.1128/jmbe.00198-21.
L. Deslauriers et al., “Measuring actual learning versus feeling of learning in active engagement classrooms,” Proc. Natl. Acad. Sci. U.S.A., vol. 116, no. 39, pp. 19251–19257, Sep. 2019, doi: 10.1073/pnas.1821936116.
M. Bonner, C. E. Hmelo-Silver, and J. Greener, “Flipped classroom approach for teaching virology during COVID-19,” Virology Educ., vol. 13, pp. 45–53, 2022.
N. Sitharam, H. Tegally, D. d. C. Silva, C. Baxter, T. de Oliveira, and J. S. Xavier, “SARS-CoV-2 genomic epidemiology dashboards: a review of functionality and technological frameworks for the public health response,” Genes, vol. 15, no. 7, Art. no. 876, 2024, doi: 10.3390/genes15070876.
S. Walker, J. Lee, and R. Ahmed, “Case-based learning in microbiology courses: improving critical thinking,” J. Microbiol. Biol. Educ., vol. 18, no. 1, Apr. 2017, Art. no. e00101, doi: 10.1128/jmbe.v18i1.1260.
J. Greener, P. Denny, and E. Altan, “Virtual labs for virology education: a systematic review,” Educ. Sci., vol. 10, no. 11, Art. no. 320, Nov. 2020, doi: 10.3390/educsci10110320.
S. Tuomainen, “Student-centred teaching to support learning,” in Supporting Students through High-Quality Teaching, Springer Texts in Education. Cham, Switzerland: Springer, 2023, ch. 5, doi: 10.1007/978-3-031-39844-5_5.
P. Denny, J. Schug, and F. Krammer, “Gamification in undergraduate microbiology education,” Med. Educ. Online, vol. 26, no. 1, 2021, Art. no. 1922782, doi: 10.1080/10872981.2021.1922782.
W. Yang, X. Zhang, X. Chen, et al., “Case-based learning and flipped classroom as a means to improve international students’ active learning and critical thinking ability,” BMC Med. Educ., vol. 24, Art. no. 759, 2024, doi: 10.1186/s12909-024-05758-8.
N. Sartania, S. Sneddon, J. G. Boyle, et al., “Increasing collaborative discussion in case-based learning improves student engagement and knowledge acquisition,” Med. Sci. Educ., vol. 32, pp. 1055–1064, 2022, doi: 10.1007/s40670-022-01614-w.
R. Ahmed, J. Lee, and M. Gonzalez, “Challenges in teaching virology during pandemics,” J. Microbiol. Biol. Educ., vol. 22, no. 1, Mar. 2021, Art. no. e00195, doi: 10.1128/jmbe.00195-21.
J. Lee, S. Walker, and M. Bonner, “Collaborative projects enhance learning in virology education,” Front. Educ., vol. 4, Art. no. 89, 2019, doi: 10.3389/feduc.2019.00089.
C. E. Hmelo-Silver, P. Zhou, and Z. Shi, “Learning science through problem-based approaches,” Educ. Psychol., vol. 55, no. 3, pp. 145–162, 2020, doi: 10.1080/00461520.2020.1728006.
P. Nkundabakura, T. Nsengimana, E. Uwamariya, et al., “Contribution of continuous professional development training programme on Rwandan secondary school mathematics and science teachers’ pedagogical, technological, and content knowledge,” Educ. Inf. Technol., vol. 29, pp. 4969–4999, 2024, doi: 10.1007/s10639-023-11992-2.
D. Mhlanga, “Digital transformation of education: the limitations and prospects of introducing the fourth industrial revolution asynchronous online learning in emerging markets,” Discov. Educ., vol. 3, Art. no. 32, 2024, doi: 10.1007/s44217-024-00115-9.
Labster, “Lab simulation resource for microbiology and virology education.” [Online]. Available: https://www.labster.com. Accessed: Jan. 15, 2024.
M. Bonner et al., “Online simulation-based virology instruction: student outcomes,” J. Microbiol. Biol. Educ., vol. 23, no. 1, Mar. 2022, Art. no. e00156, doi: 10.1128/jmbe.00156-22.
P. Denny et al., “AI-based adaptive learning in undergraduate microbiology,” Med. Educ. Online, vol. 26, no. 1, 2021, Art. no. 1922783, doi: 10.1080/10872981.2021.1922783.
J. Lee et al., “Interdisciplinary collaboration in virology projects,” Front. Educ., vol. 5, Art. no. 112, 2020, doi: 10.3389/feduc.2020.00112.
P. Zhou and Z. Shi, “Virology education in the post-COVID era: challenges, opportunities, and innovations,” Nat. Rev. Microbiol., vol. 20, no. 9, pp. 517–530, Sep. 2022, doi: 10.1038/s41579-022-00765-3.
E. Altan, K. M. Peck, and F. Krammer, “Advances in viral pedagogy: integrating molecular virology with modern teaching technologies,” Trends Microbiol., vol. 31, no. 5, pp. 450–468, May 2023, doi: 10.1016/j.tim.2023.01.006.
F. Krammer, “Teaching influenza virology: lessons from SARS-CoV-2,” Clin. Microbiol. Rev., vol. 36, no. 2, Mar. 2023, Art. no. e00045-22, doi: 10.1128/CMR.00045-22.
K. M. Peck, E. Altan, and P. Zhou, “Modernizing undergraduate virology curricula: integrating genomics, surveillance, and digital tools,” Annu. Rev. Virol., vol. 11, pp. 215–240, 2024, doi: 10.1146/annurev-virology-121123-041823.
Copyright (c) 2025 Md.Nazmul Hossen
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Academic Biology and Biology Education is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
