Awareness and Attitude of Higher Secondary School Students of SMSN HSS Vaikom on Genetic Engineering and its Applications

Shythya S Kumar

Abstract 

Genetic engineering has become one of the most transformative fields in modern science, influencing medicine, agriculture, and industry. This study aims to assess the awareness and attitude of higher secondary students toward genetic engineering and its applications. Conducted among 30 science stream students from SMSN HSS Vaikom, the study employs a survey method using a structured questionnaire. The responses were categorized into five key domains: General Awareness, Applications, Ethical Awareness, Risks & Benefits, and Attitude Toward Genetic Engineering. The findings reveal that students exhibit strong foundational knowledge of genetic engineering, particularly its applications in medicine and agriculture. However, misconceptions persist in areas such as biofuel production, cloning, and genetically modified food safety. Ethical awareness remains high, with students recognizing the importance of strict regulations and bioethical considerations in genetic engineering. Though some students expressed concerns regarding risks and long-term impacts, attitudes toward genetic engineering were predominantly positive. Keywords: Genetic Engineering; Ethics; Biofuel; Cloning Introduction Genetic engineering has emerged as one of the most revolutionary fields in modern science, influencing various sectors such as medicine, agriculture, and industry. It involves the direct manipulation of an organism’s genetic material to achieve desirable traits, making it a subject of significant scientific and ethical discussion (Watson et al., 2017). Given its increasing role in contemporary society, awareness and attitude toward genetic engineering are crucial factors in shaping public acceptance and policy development. The development of genetic engineering can be traced back to the discovery of DNA as the genetic material in the 1950s, followed by the advent of recombinant DNA technology in the 1970s. The Human Genome Project (2000s) further revolutionized the field by mapping the complete human genetic code. More recently, CRISPR-Cas9 gene-editing technology (2012) has made genetic modifications more precise and accessible, fueling new medical and agricultural breakthroughs. These advancements have significantly influenced scientific research and global industries. Genetic engineering is applied in multiple sectors: Medicine: Gene therapy is being developed for inherited diseases like cystic fibrosis and sickle cell anemia. Vaccines, such as those for COVID-19, have benefited from genetic engineering techniques (Shademan et al., 2022). Agriculture: Genetically modified crops such as pest-resistant corn, soybeans, and cotton were introduced in the U.S. in 1996 (Fernandez-Cornejo et al., 2014). Bioengineered livestock include virus-resistant pigs (Van Eenennaam et al., 2021) and sheep with improved meat and wool quality (Niu et al., 2017). Industrial Applications: Synthetic biology and genetically engineered microbes are used in producing biofuels, biodegradable plastics, and pharmaceutical compounds. Beyond its practical benefits, genetic engineering has raised ethical and societal concerns. Some fear the unintended consequences of gene editing, such as ecological risks associated with genetically modified organisms (GMOs) or the moral dilemmas surrounding human germline editing. Regulatory bodies like the Genetic Engineering Appraisal Committee (GEAC) in India and the FDA in the United States oversee the use of genetic technologies to ensure safety and ethical compliance. Higher secondary students, as future professionals and decision-makers, must develop an informed understanding of genetic engineering and its implications. The present study aims to assess the awareness and attitude of higher secondary school students of SMSN HSS Vaikom regarding genetic engineering and its applications. By understanding their perspectives, educators and policymakers can develop more effective science curricula that foster critical thinking and ethical reasoning. This research will also contribute to the ongoing discussion on the social and ethical dimensions of genetic engineering, helping bridge the gap between scientific advancements and public understanding.  Significance of the study Genetic engineering is a rapidly advancing field with profound implications for healthcare, agriculture, and environmental conservation. In India, where biotechnology and agricultural advancements play a crucial role in economic and scientific development, it is essential to assess the awareness and attitudes of higher secondary students, who are the future scientists, medical professionals, policymakers, and informed citizens. Genetic engineering is transforming various scientific domains, and its implications are becoming increasingly relevant to society. However, public understanding of this field remains inconsistent, with many misconceptions influencing perceptions and decision-making. Higher secondary students, as future citizens and professionals, need to develop a clear and accurate understanding of genetic engineering and its applications. India has a growing biotechnology sector, with advancements in genetically modified (GM) crops, vaccine development, and biomedical research. However, public awareness and scientific literacy on genetic engineering remain limited. Misconceptions, ethical concerns, and regulatory challenges often shape public debates on topics such as GM foods, gene therapy, and cloning.  This study is significant because it provides insights into students’ awareness and attitudes, helping educators refine science curricula to incorporate essential genetic engineering concepts. Understanding students’ perspectives can also aid in designing educational interventions that promote scientific literacy and ethical reasoning. Moreover, given the growing role of genetic engineering in healthcare, agriculture, and environmental conservation, equipping students with informed opinions is essential for future societal advancements. By assessing students’ knowledge and attitudes, this study can contribute to a more informed generation capable of making balanced decisions regarding genetic engineering. The findings may also support policymakers in shaping regulations that reflect both scientific progress and public concerns, ensuring responsible and ethical advancements in the field. This study contributes to scientific literacy and ethical reasoning in India, ensuring that the next generation is equipped to engage with genetic engineering responsibly Objectives of the Study To assess the level of awareness of Higher Secondary students on the concept of genetic engineering. To assess students’ knowledge about the applications of genetic engineering in medicine, agriculture, and the environment. To assess students’ attitudes towards ethical and social issues related to genetic engineering (e.g., cloning, designer babies). To assess students’ opinions about the potential risks and benefits of genetic engineering. To assess the attitude of Higher Secondary School students on genetic engineering and its application. Methodology Research Method The present study adopts a survey method to assess the awareness and attitude of higher secondary school students towards genetic engineering and its applications.  Population of the study The population of the study comprises higher secondary students of SMSN HSS, Vaikom. Sample of the study A representative sample of 30 students from the Science Stream of the higher secondary section was selected.  Tool for Data Collection A structured questionnaire was designed as the primary tool for data collection. The questionnaire was carefully developed to gather information regarding students’ awareness and attitude toward genetic engineering and its applications. It consists of 30 questions, which are divided into sections like General Awareness, applications, ethical awareness, risks and benefits of genetic engineering, and a scale to assess the attitude of higher secondary students toward Genetic Engineering. ·       Statistical methods adopted To analyze student responses on awareness and attitudes toward genetic engineering (GE), a structured quantitative approach was used. The data collected from the survey was systematically organized and represented using tabular and graphical methods and percentage analysis was included. Analysis and interpretation The present study analyzes the awareness, applications, ethical considerations, risks, and attitudes of students toward genetic engineering. Understanding students’ perceptions of genetic engineering is crucial as it plays a significant role in medicine, agriculture, and environmental conservation. Through a structured survey, data was collected and categorized into five key domains: General Awareness, Applications, Ethical awareness, Risks and Benefits, and Attitude Scale. The analysis provides insights into students' conceptual understanding, their recognition of real-world applications, concerns regarding ethical and environmental implications, and their overall perception of genetic engineering. 1. General Awareness of Genetic Engineering This section included six questions assessing students' fundamental knowledge of genetic engineering. The analysis shows: 100% of students correctly identified genetic engineering as modifying the DNA of an organism. This indicates that all students have a clear understanding of the core concept of genetic engineering.91.67% recognized BT Cotton as a genetically modified crop, while 8.33% incorrectly associated it with budding. This small percentage reflects a minor misconception that could be clarified with further discussion on genetic modifications versus natural plant reproduction.79.17% correctly stated that 'BT' in BT Cotton stands for Bacillus thuringiensis, but 20.83% incorrectly associated it with biotechnology. This suggests that while most students are familiar with BT Cotton, a significant number do not understand the specific bacterium involved.95.83% agreed that genetic engineering is used in medicine, agriculture, and industry, though 4.17% linked it only to crop yield. This finding indicates that while students recognize its multiple applications, a few may not be fully aware of its broad potential in medicine and industry.79.17% correctly identified bacteria as the source of genetically engineered insulin, while 16.67% mistakenly believed it came from animals. This misconception may arise from a lack of clarity regarding the use of recombinant DNA technology in insulin production.100% correctly stated that genetic engineering involves transferring genes from one organism to another. Interpretation: Overall, students demonstrated strong foundational awareness, with perfect scores on defining genetic engineering and its core process. However, minor misconceptions exist regarding BT Cotton, the source of genetically engineered insulin, and the specific bacterium used in BT Cotton. Addressing these misunderstandings through further discussion and examples could help enhance students' conceptual clarity. 2. Applications of Genetic Engineering This section (Q7–Q18) focused on real-world applications. The key findings include: 87.5% correctly identified food scarcity as a problem genetic engineering can help solve. This indicates strong awareness of how genetic engineering can enhance food production and address global hunger challenges.83.33% recognized that genetic engineering aids in vaccine production, while 12.5% mistakenly believed it creates artificial organs. This suggests that while most students understand its role in medicine, a few may confuse genetic engineering with other biomedical technologies like tissue engineering.Golden Rice’s role in addressing Vitamin A deficiency was correctly identified by most students. This demonstrates knowledge of biofortified crops and their importance in addressing nutritional deficiencies.58.33% correctly identified that genetic engineering in animals can help in both meat and milk production, while 16.67% associated it only with organ transplantation. This indicates that students have a general understanding of genetic modifications in livestock but may need further clarification on its broader applications.Regarding industrial biofuel production, 37.5% selected both correct plants, but responses were mixed among maize, paddy, and sugarcane. This suggests some confusion regarding the selection of crops used for biofuel production. Interpretation: Most students understood key applications in food, medicine, and agriculture, but there was some confusion regarding industrial biofuel production and genetic engineering’s role in organ transplantation. Further discussions with real-life examples could strengthen their understanding of the various applications. 3. Ethical awareness (Q20–Q21 examined concerns about genetic engineering ethics and regulatory oversight.). 87.5% correctly identified the Genetic Engineering Appraisal Committee (GEAC) as India's regulatory body. This high level of correct responses indicates that students are well-informed about genetic engineering governance in India.95.83% stated that ethical concerns regarding animal welfare are the main criticism of cloning. This suggests that students are aware of the ethical debates surrounding cloning and genetic manipulation in animals. Interpretation: Students displayed a strong understanding of ethical issues, particularly in cloning and regulatory oversight.  Ethical concerns in genetic engineering are multifaceted, and further classroom discussions on bioethics could be beneficial.   4. Risks and Benefits of Genetic Engineering (Q22–Q25 explored potential risks and benefits.) 45.83% identified environmental effects as the major risk of genetic engineering, followed by 29.17% citing health risks. This suggests that students are aware of potential environmental and health implications.66.67% correctly stated that BT Cotton could negatively affect biodiversity and soil fertility. This indicates a strong understanding of ecological concerns associated with genetically modified crops.25% associated high costs as a primary risk, showing concerns about accessibility. This highlights an awareness of economic barriers related to genetic engineering technologies. Interpretation: Students are aware of major risks, particularly environmental and biodiversity concerns. However, some respondents focused more on costs rather than health risks, indicating room for deeper discussion. Balancing discussions on both risks and benefits could help in forming a more nuanced understanding of the topic. 5. Attitude Scale Analysis Attitudes and Ethical Considerations Toward Genetic Engineering 79.17% agreed that genetic engineering is a useful tool for improving human life. This demonstrates a generally positive attitude toward its benefits.41.67% agreed that genetically modified food is safe, but 58.33% were neutral, suggesting uncertainty.87.5% supported genetic engineering in solving environmental problems. This indicates strong student approval of its role in sustainability.58.33% believed genetic engineering poses risks that outweigh benefits, while 41.67% remained neutral.100% of students agreed that genetic engineering should have strict ethical guidelines to prevent misuse.80% of students disagreed that creating genetically modified animals for human benefit is ethically acceptable, while 20% agreed.100% of students agreed that awareness and education on genetic engineering should be improved before expanding its use.100% of students agreed that editing human embryos using genetic engineering should be strictly regulated.60% of students were neutral on cloning animals for scientific research, while 40% disagreed. Interpretation: Overall, students have a predominantly positive attitude toward genetic engineering, especially in solving environmental issues and medical advancements. However, there is noticeable hesitation regarding genetically modified animals and cloning. Ethical concerns remain strong, as evidenced by 100% agreement on the need for strict regulations and education before expanding genetic engineering applications. Additionally, uncertainty regarding GM food safety and potential risks suggests that more scientific discussions and awareness campaigns could help students form clearer opinions. Table 1 A table showing the average positive response of students to different domains Domains Average responses General Awareness 91.67 Applications 79.58 Ethical awareness 91.67 Risks and benefits 47.92 Attitude 78.47 Fig 1. A Bar graph showing the average response of students to different domains Interpretation:  The comparison of different aspects of genetic engineering awareness and attitudes among students reveals key insights into their understanding. General Awareness and Ethical Awareness received the highest levels of correct responses, both at 91.67%, indicating that students have a strong foundational knowledge of genetic engineering concepts and ethical considerations. Applications of Genetic Engineering scored 79.58%, suggesting that while students are aware of its practical uses in medicine and agriculture, there may still be some misconceptions or gaps in understanding regarding industrial applications. Attitude Toward Genetic Engineering was recorded at 78.47%, reflecting a generally positive perception of genetic engineering. However, the relatively lower percentage suggests that some students may still hold reservations about the ethical implications and societal impacts of genetic modifications. Risks & Benefits of Genetic Engineering received the lowest score at 47.92%, highlighting significant uncertainty or lack of awareness regarding the potential dangers and advantages associated with genetic engineering.  Results/ Findings of the study The results of this study indicate that students exhibit a strong foundational understanding of genetic engineering, particularly in its applications in medicine, agriculture, and environmental sustainability. The majority of students correctly identified key aspects of genetic engineering, such as its role in vaccine production, genetically modified crops, and solving food scarcity. However, the study also highlights areas of misconception and uncertainty. While students demonstrated knowledge of ethical concerns, some remained unclear about the governance of genetic engineering in India and its risks to biodiversity. Similarly, uncertainty regarding the safety of genetically modified foods suggests the need for more educational interventions. The comparison of different aspects of genetic engineering awareness and attitudes among students reveals key insights into their understanding. General Awareness and Ethical Awareness received the highest levels of correct responses, applications and attitude towards Genetic Engineering attains the moderate position and finally students have less understanding about risks and benefits of Genetic Engineering. The following table summarizes the key findings of the study: Category Key Findings General Awareness Strong foundational knowledge, minor misconceptions in BT Cotton and insulin production. Applications High awareness of applications in food and medicine, some confusion in industrial biofuel use. Ethical Awareness Good understanding of ethical concerns. Risks & Benefits Awareness of environmental risks, concerns about economic barriers, and limited understanding of health risks. Attitude Towards GE Predominantly positive attitude, uncertainty about GM food safety and risk assessment, and better attitude towards ethical concerns in cloning animals.  Conclusion The findings of this study indicate that higher secondary students of SMSN HSS, Vaikom exhibit a strong foundational understanding of genetic engineering, particularly in its applications in medicine and agriculture. The results reveal that students were highly aware of fundamental genetic engineering concepts, with most demonstrating correct knowledge of its uses and processes. However, misconceptions and knowledge gaps were observed in certain areas, particularly regarding industrial biofuel applications, cloning ethics, and genetically modified food safety. Students' attitudes toward genetic engineering were generally positive, with most respondents supporting its role in scientific and medical advancements. However, ethical concerns played a significant role in shaping their perceptions, particularly regarding genetic modifications in animals and human embryos. Additionally, while students acknowledged the potential risks associated with genetic engineering, including environmental and economic concerns, many remained neutral or uncertain about its broader implications. Overall, the study highlights that while students possess substantial awareness and a favorable outlook toward genetic engineering, uncertainty remains in some areas. This indicates a complex and evolving perspective, shaped by both scientific understanding and ethical considerations. 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