Background: Modern genotyping platforms — ranging from allele-specific polymerase chain reaction (AS-PCR) to clustered regularly interspaced short palindromic repeats (CRISPR)-based diagnostics and next-generation sequencing (NGS) — have revolutionized genetic analysis in research and clinical settings. Despite these advances, genetics education often fails to reflect current technological standards, leaving students with outdated concepts and limited practical competencies. Objectives: This study aimed to develop a pedagogical content knowledge (PCK)-oriented instructional module that systematically integrates cutting-edge genotyping methods into genetics education, addresses prevalent student misconceptions, and cultivates both technical skills and ethical awareness. Methods: A design-based research approach was used to construct a four-phase educational module for upper-level undergraduate and master’s students. Each phase aligns contemporary genotyping tools with evidence-based teaching strategies, including virtual simulations, laboratory practice, and case-based ethical reasoning. Instructional design was informed by current literature on PCK, technological pedagogical content knowledge (TPCK), and genomic pedagogy. Results: The module scaffolds learning from foundational polymerase chain reaction (PCR) concepts to high-throughput and field-deployable genotyping technologies, integrating simulations, practical exercises, and ethical debates. Anticipated outcomes include enhanced conceptual understanding, improved procedural accuracy, and stronger ethical reasoning. The framework includes detailed learning objectives, instructional tools, formative assessments, and implementation guidance adaptable to diverse teaching environments. Conclusions: Embedding modern genotyping technologies within a PCK-guided framework bridges the gap between educational content and real-world genomic applications. This approach fosters genomic literacy, research readiness, and ethical competence, preparing students for future roles in genetics, diagnostics, and personalized medicine.
Harati‐Sadegh et al. (Thu,) studied this question.