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. 2025 Jul 16;5(7):2932–2938. doi: 10.1021/jacsau.5c00369

Advancing Biocatalysis Education: Sustaining the Future of Industrial Biotechnology

Nicholas J Weise †,*, Scott P France ‡,*
PMCID: PMC12308368  PMID: 40747037

Abstract

Industrial biotechnology and biocatalysis are transforming chemical manufacturing by enabling the sustainable production of biobased chemicals, pharmaceuticals, and materials. As these technologies advance, a highly skilled workforce is essential to drive innovation, optimize bioprocesses, and expand industrial applications. Expertise in enzyme engineering, fermentation technology, metabolic pathway optimization, and computational modeling is increasingly critical for developing next-generation biocatalysts and scalable biomanufacturing processes. This viewpoint highlights the growing demand for interdisciplinary training and education in biocatalysis, emphasizing strategies to equip scientists and engineers with the technical competencies needed to sustain progress in the field. By fostering a workforce adept in both fundamental principles and industrial applications, the sector will be well-positioned to accelerate sustainable innovations and meet future challenges in biomanufacturing.

Keywords: pedagogy, teaching, learning, training, biocatalysis, enzymes, biotechnology, sustainability

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Industrial Biotechnology and Biocatalysis for a Sustainable Future

Industrial biotechnology and biocatalysis are at the forefront of sustainable innovation in the chemical industry, providing environmentally friendly alternatives to traditional chemical processes. The field leverages biological systems, including enzymes and microorganisms, to catalyze chemical reactions that are essential for the production of pharmaceuticals, biofuels, food ingredients, and other high-value chemicals. As industries seek more sustainable production methods, biocatalysis offers practical solutions that can help reduce environmental impact and improve efficiency.

Biocatalysis, the use of natural or engineered enzymes to facilitate chemical transformations, is central to this shift. , Enzymes operate under mild conditions, minimizing the need for harsh chemicals and reducing energy consumption. Advances in enzyme engineering, including directed evolution and rational design, have enhanced enzyme stability, activity, and selectivity, expanding their industrial applicability. Frances Arnold’s groundbreaking work in directed evolution, which earned her the 2018 Nobel Prize in Chemistry, has revolutionized enzyme optimization for industrial processes. Similarly, David Baker’s pioneering efforts in computational protein design, which led to his 2024 Nobel Prize win, have expanded the potential of computational approaches in biocatalysis, enabling the design of novel enzymes with tailored functions.

Beyond individual biocatalysts, enzymatic cascades offer a powerful approach to streamlining complex chemical syntheses by coupling multiple enzymatic steps into a single, efficient process. , These cascades enable one-pot reactions that minimize intermediate purification, reduce solvent use, and enhance overall atom economy. , By mimicking natural metabolic pathways, enzymatic cascades facilitate multistep transformations with exceptional selectivity, allowing access to complex molecules that are challenging to synthesize via traditional chemistry. − The integration of biocatalysts and enzymatic cascades into industrial processes offers several advantages, including lower energy requirements, reduced hazardous byproducts, and highly selective transformations that improve yields and minimize waste. These attributes align with the principles of green chemistry, which emphasize sustainability, efficiency, and the use of renewable resources. Computational modeling and high-throughput screening have further accelerated enzyme discovery and optimization, broadening their applications across multiple sectors.

The pharmaceutical industry has embraced biocatalysis as a key strategy for streamlining synthetic pathways, enhancing selectivity, and reducing reliance on toxic reagents. ,− As illustrated in Scheme , a range of industrially relevant transformations are increasingly mediated by engineered enzymes, enabling greener and more efficient syntheses of active pharmaceutical ingredients (APIs). These biocatalytic routes not only improve atom economy and process sustainability but also expand the chemical space accessible for drug development. The strategic integration of biocatalysts into pharmaceutical manufacturing exemplifies how industrial biotechnology is driving innovation while adhering to the principles of green chemistry.

1. (a) Examples of Key, Industrially Relevant Transformations Utilized by the Pharmaceutical Industry as Recently Surveyed by the ACS Green Chemistry Institute, Pharmaceutical Roundtable; (b) Examples of APIs Synthesized Using These Key Biocatalysts: Ipatasertib (Ketoreductase, Nitrilase), Abrocitinib (Imine Reductase), CGRP Receptor Antagonist (Transaminase, Hydrolase), Islatravir (Aldolase), BMS-986278 (Ene-Reductase, Ketoreductase) .

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With continued investment in research, education, and infrastructure, industrial biotechnology and biocatalysis can transform the chemical industry, promoting sustainable manufacturing and contributing to a circular bioeconomy. These innovations not only support environmental sustainability but also create economic opportunities and enhance global competitiveness in biobased industries.

Skills and Knowledge Requirements for Sector Professionals

To fully harness the potential of industrial biotechnology and biocatalysis, professionals must possess a diverse set of specialized skills spanning multiple scientific disciplines. Figure outlines the core knowledge areas essential for advancing biocatalytic processes, highlighting the interplay between molecular biology, biochemistry, organic chemistry, analytical chemistry, chemical engineering, and computational modeling.

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Overview of core scientific disciplines involved in developing an industrial biocatalytic process.

A deep understanding of enzyme function is fundamental, encompassing enzyme kinetics, stability, and mechanistic studies. This requires expertise in protein structure–function relationships, enzyme discovery, and optimization strategies such as directed evolution and metabolic pathway engineering. Additionally, knowledge of microbial expression systems and fermentation technology is crucial for scaling up enzyme production and ensuring industrial viability.

Beyond enzyme development, chemical and process engineering principles play a vital role in translating biocatalysis from laboratory research to large-scale manufacturing. , This includes bioreactor design, mass transfer optimization, and downstream processing for efficient product isolation. Immobilization strategies in certain circumstances can enhance enzyme stability and reusability, contributing to process sustainability.

The integration of biocatalysis with organic and analytical chemistry is essential for designing efficient synthetic routes. Chemists develop tailored substrates, optimize reaction conditions, and employ chemoenzymatic strategies to expand the scope of enzymatic transformations. , Analytical techniques such as chromatography and spectroscopy enable precise monitoring of reaction kinetics, substrate conversion, and enzyme stability.

Computational tools are increasingly driving advancements in biocatalysis by enabling novel enzyme discovery through genome mining and metagenomics, as well as facilitating enzyme design via protein structure prediction and molecular modeling. Bioinformatics and phylogenetics play a key role in guiding evolution strategies, while simulations of biocatalytic reactions aid in process optimization. Additionally, machine learning approaches continue to accelerate enzyme engineering and process design. ,

As the field continues to evolve, professionals must also navigate the regulatory and sustainability aspects of industrial biotechnology. Understanding environmental impact assessments, resource efficiency strategies, and compliance with manufacturing regulations is critical for market adoption and long-term viability.

To meet the growing demand for expertise in these areas, educational programs and industry collaborations must emphasize interdisciplinary training. Continuous professional development through specialized workshops and research initiatives will be key to fostering innovation and ensuring the widespread adoption of biocatalysis in chemical manufacturing.

Higher Education of Chemists, Bioscientists and Engineers

Although professionals from diverse disciplinary backgrounds contribute to industrial biotechnology and biocatalysis, the primary academic foundations stem from Life Sciences, Chemistry, and Chemical Engineering programs. The availability of specialized courses covering enzymatic synthesis, bioprocessing, and biocatalyst engineering varies significantly across institutions and regions, often reflecting faculty expertise, institutional research priorities, and national education policies. The content of these subjects has traditionally been taught through a heavy reliance on passive learning using formats such as lectures and demonstrations with some opportunities for active engagement in the area of skills development, such as practical classes, tutorials and research or design projects.

In terms of content delivery, lectures have tended to be a mainstay of information transfer in science and engineering programs, usually undertaken with large groups of students and led by an expert in the field being taught. They are often not that dissimilar to research talks given at conferences or symposia, although the tendency is to focus on basic concepts and important principles, rather than the outcomes of scholarly endeavors. While the lecturer may present using slides and other audio-visual media, the students will generally be following along with materials provided and make notes or annotations to aid recall after the session. There is also the expectation that students may prepare for the lecture by looking through materials beforehand and spend time after or between lectures consolidating the concepts through self-directed learning. Tutorials, in contrast to lectures, vary in size and format depending on the institution and department, or even depending on the tutor in charge of the session. It is generally accepted that these will be organized into groups smaller than the entire cohort to allow for a more personalized learning environment and the possibility of group work and direct engagement with the tutor. In some cases, the tutor may have provided exercises to be worked through in advance or to be attempted during the session. If the group is relatively small, then students may be given the opportunity to collaborate or present in front of the group.

Regarding skills development of scientists and engineers, practical teaching is often used to equip students with the hands-on skills in laboratory, plant and computational settings that are required for biotechnological applications. These are usually offered through set practical sessions throughout a program of study with teaching assistants or demonstrators to aid learning and ensure health and safety procedures are adhered to. Often degree programs will culminate in a third year or final year project (depending on the length of study) leading to a bachelor’s or master’s dissertation. These are often undertaken under the supervision of active researchers in the field or may constitute a design project as is more common in chemical engineering as a discipline. Again, due to the varied nature of research and national context, programs may or may not include practical training specifically in the area of industrial biotechnology, biocatalysis or similar areas. It may be that some members of staff are able to offer research or design projects in these areas for example, but that this is not open to all students nor embedded in the core practical training.

Pedagogically Informed Approaches to Biotechnology Education

Those involved in the field of biocatalysis are skillful in utilizing the literature and wider knowledge of the field to propose and produce innovative research projects. However, they are often more reticent to turn the same creative and pioneering spirit to the design and delivery of biocatalytic teaching. Educational approaches in the area are far less likely to be informed by the latest developments and publications, often in direct contrast to research practices.

The key to any successful educational endeavor is to have a well thought out set of intended learning outcomes (ILOs) that set the expectation as to what learning should be achieved. These should be things that students will be able to do rather than states or qualities a student will obtain. In this way, it is easier to set goals and structure the instructional system. The ILOs for an industrial biotechnology or biocatalysis course should be relevant to and informed by tasks that those actively working in the field would be expected to undertake. Utilizing the pedagogic theory of constructive alignment, the ILOs should form the basis for the teaching methods to be employed and the type of assessments to be used. Put simply for any given ILO, one should ask: “What is the best way to teach a student such that they can achieve this ILO?” and “How can a student be assessed to gauge the extent to which they have achieved it?” The assessment methods available, teaching methods used and ILOs to be achieved will all inform each other throughout the process of designing a course. For example, in a hypothetical course on enzyme chemistry, an exam question might be:

Q1: Propose a mechanism for the hydrolysis of a simple dipeptide as catalyzed by an amidase.

This is something that is relevant to the task that a biotechnologist may do in real life working in research, process design or sustainable chemical manufacture. Therefore, the ILO would be something like:

ILO1: Propose mechanisms for the various enzyme reaction types encountered in the course.

As such, the teaching methods employed should be those that allow students to incrementally get to the stage of being able to achieve the outcome above. This would usually go beyond giving the students the mechanism to memorize, as the ILO relevant to working in the fields states to “propose” mechanisms, rather than to “draw” or “recall” them. This is a higher level of learning than memorization and allows for the conferring and testing of skills that are specific to the field. This is in contrast to encouraging students to remember what things look like, which is not a skill specific to industrial biotechnology or biocatalysis. Overemphasis on recalling information, particularly in our information-rich and open research era, can result in students with genuine talents in the area being overlooked, simply because they are not good at memorization. Similarly it can encourage those with good memories to believe they are skilled in the subject, only to find out upon entering employment or further study that they are not. Lowering post-tertiary education drop-out rates and attracting the most skilled individuals to the sector are both essential to advancing biotechnological chemical production for a sustainable world.

One common issue with ILOs, is the use of stative verbs to construct them, e.g. “understand”. Words like this are much less helpful in setting student expectations, selecting appropriate methods of instruction and providing constructively aligned assessment. For example, in the hypothetical course mentioned before, it would not be possible to set an examination question such as this:

Q1: Know the mechanism for the hydrolysis of a simple dipeptide as catalyzed by an amidase.

This is not something that an instructor or examiner can ask a student to do. They would have to use a dynamic verb (such as “propose”). In order to ensure good alignment, the learning outcome below would therefore not be appropriate:

ILO1: Know the mechanisms of the various enzyme reaction types encountered in the course.

Innovation and wider application of industrial biotechnology and biocatalysis require individuals to be able to demonstrate higher order thinking skills to solve the many environmental and human issues across the globe. These skills necessitate deep learning that allows for the analysis, evaluation and application of knowledge as well as creation; pursuits that again transcend recall and memorization. According to Biggs and Tang, one of the best ways to ensure deep learning can be achieved for all is to integrate a high degree of interactivity into learning sessions. In cases where learning is mostly passive (e.g., traditional lectures, research talk-style presentations and follow-along demonstrations), the theory states that there is a large gap in achievement between the best and worst performing groups of students. It is unclear whether higher achieving student groups are able to reach these higher levels of learning purely through passive provision of content or whether they supplement this with their own active learning outside of sessions. Nevertheless, by ensuring that active learning takes place with the students engaged in tasks for the majority of contact time, this gap can be reduced to allow all to perform to the best of their ability. Rather than students traditionally at the lower end of the attainment curve continuing to rely on memorization and other surface level learning techniques, active learning provision allows these students to access the deeper learning that is a hallmark of the skills required for bioinspired chemical synthesis. Thus, if the sector is serious about being inclusive and catering to all who are able to make a difference, then the use of teaching methods with a high degree of interactivity is paramount (Figure ).

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An adapted version Biggs and Tang’s model for surface-deep learning along a passive to active teaching session provision scale.

One of the main ways of ensuring ample interactive learning opportunities in relevant programs is to draw from constructivism, a philosophical theory of adult education. , When adapted for the areas of industrial biotechnology and biocatalysis, constructivism would postulate that discipline-specific information and higher order thinking skills cannot simply be transferred from instructor to learner. The theory postulates that learners must integrate new knowledge into their pre-existing worldviews and experiences, a process that will be as different and unique as each individual in a class. By encouraging students to try and fail in a myriad of ways, discuss in peer learning groups and engage in two-way feedback with teachers, each will be able to find their own path to achieve the learning outcomes. This is particularly important when in-depth analytical, evaluation and innovation skills are sought. In science and engineering disciplines, application of constructivist theories to instructional systems design would usually require that the teacher acts as a facilitator, rather than an “expert and holder of knowledge”. What has worked for the teacher in terms of integrating the knowledge into their practice will not necessarily work for the majority of students in a cohort. This is particularly true in biotechnology where the researchers leading sessions will have mostly learnt about the subject material through lengthy research projects and direct experimentation and given the selection bias among biotechnology researchers that has favored higher achieving learners in the past. Rather than replicating this bias in the future and restricting access to the field for the majority of students, constructivist-informed active learning can help educators work to widen participation and diversify the talent pool.

One psychological approach to education that can be of particular importance to scientific and technical subjects is cognitive load theory. Defined simply, it postulates that the human brain has been shaped by evolution to learn certain things that are important for survival but that it is not well adapted to learning other things. One example of the former is language which can be acquired, particularly in childhood, through immersionbeing surrounded by others who speak the language is usually enough to learn how to speak it. However, the same is not true for the biological and chemical sciences or process engineering disciplines, which require complex abstraction and application of concepts that the brain is not necessarily adapted to deal with. As the level of learning required for those in these fields is relatively high, there are things that can be put in place to make it easier on learners’ cognitive capacities. Approaches might include streamlining content and provision to focus only on the skills and learning outcomes that are required. This eases the strain on cognition associated with separating out useful and extraneous information. In fact, labeling the information as such can help with thisessential vs “nice to know” e.g. how to propose an enzyme mechanism vs the history of biotechnology. Information can also be presented in different ways to aid learning, but not in so many different ways that more cognitive load is required to process them all where two would do. This may take the form of explaining using a diagram and a voiceover rather than including lots of text and other representations of the same information additionally. The brain can also be pretrained to deal with information in stages to ensure that it is not overloaded in one session. This may take the form of providing worked examples that scaffold the learners’ thinking additionally or spaced repetition where students come across information in advance of having to use it in a learning session. Additionally, breaks and changes of format during learning sessions and study can function to reduce cognitive load and allow concentration on the learning activities to be kept at higher levels than might be seen throughout a traditional research talk or passive lecture (Figure ).

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Representation of the attention-span of learners throughout and hour-long session with and without changes to the format at regular intervals.

Technology can also be used to enhance learning via the provision of online materials and open access educational opportunities to those not formally enrolled on educational programs. Illustrative examples of the latter include Massive Open Online Courses (MOOCs) in Industrial Biotechnology by the Technical University of Delft and the University of Manchester, one on Industrial Bioprocess Development by the Technical University of Denmark and another on Pharmacotherapy: Understanding Biotechnology Products from the Medical University of Taipei. These freely available and globally disseminated learning materials allow even those who do not have local biotechnology tuition available to them to access information from experts in the field in other countries. This is an essential first step in allowing people from many different backgrounds to discover any interests they have in the area and look for ways to pursue more formal training or careers. These MOOCs also make use of streamlined and bite-sized videos that are easily digestible and online mass assessment of learning. Many of these principles can be applied to industrial biotechnology and biocatalysis degree programs, using ILO-focused videos as a form of pretraining and self-study such that face-to-face sessions can provide space for active learning, discussion for constructivist learning and application of skills. Delivery of content through online videos also allows for collaboration between different institutions as seen in MOOCs. For example, industry professionals can contribute to prerecorded video delivery allowing them to engage students in a sustainable and accessible way. This format also allows for these non-university practitioners to complement the knowledge of academic and teaching staff, who may have less expertise in large-scale, market-competitive and interdisciplinary processes.

Conclusion and Outlook

The advancement and industrial implementation of biocatalysis and industrial biotechnology require a holistic and interdisciplinary approach. As described in this manuscript, the successful development of biocatalytic processes necessitates the collaboration of scientists and engineers across multiple disciplines, including enzyme engineering, fermentation technology, organic chemistry, analytical chemistry, process engineering, and computational modeling. This integrated effort ensures that biocatalysis is optimized for efficiency, sustainability, and large-scale production, thereby maximizing its impact on green chemical manufacturing and the circular bioeconomy.

However, the continued expansion and adoption of industrial biotechnology are contingent upon the availability of a highly skilled workforce trained to meet the evolving demands of the field. The translation of cutting-edge academic research into industrial applications requires professionals equipped with both fundamental scientific knowledge and practical expertise in bioprocess optimization, regulatory frameworks, and economic considerations. To sustain progress, educational institutions and industry stakeholders must invest in interdisciplinary training programs that emphasize active learning, hands-on experience, and collaboration across traditional disciplinary boundaries.

Beyond its transformative potential in enzyme engineering, reaction development, and process optimization, artificial intelligence (AI) also has wide-ranging implications for education. AI-powered tools enable personalized and adaptive learning experiences, tailoring content to individual student needs and learning styles. , Large language models like ChatGPT can provide real-time feedback, assist in hypothesis generation, and support data analysis. Generative AI also facilitates the synthesis and summarization of complex scientific literature, streamlining the research process and enhancing scientific literacy. , These tools are reshaping learning approaches, promoting more inquiry-driven and iterative scientific engagement. Importantly, AI may democratize access to advanced scientific resources, reducing barriers for students from underrepresented or resource-limited backgrounds. While the educational potential of AI is substantial, its integration must be approached with care. It is important to ensure that tools are used to augment, rather than replace, critical scientific thinking, and that issues of access, accuracy, and academic integrity are thoughtfully addressed. ,

Strengthening educational pathways, fostering industry-academic partnerships, and integrating innovative pedagogical approaches will be crucial to equipping the next generation of scientists and engineers with the skills necessary to drive the future of sustainable biomanufacturing. By prioritizing workforce development and interdisciplinary cooperation, the field will be well-positioned to address global sustainability challenges and revolutionize industrial production processes for a greener future.

Acknowledgments

N.J.W. acknowledges a Biochemical Society Teaching Excellence Award. Both authors wish to acknowledge Professors Nicholas J. Turner and Sabine L. Flitsch for providing them with an inclusive and fertile learning environment for their own initial development in the areas of biocatalysis and industrial biotechnology.

The authors declare no competing financial interest.

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