This study investigated undergraduate science students’ understanding, perceptions, and awareness of biotechnology applications in crop improvement at the University of Rwanda, College of Science and Technology. Using a cross-sectional survey design, data were collected from 85 students through a structured questionnaire and analyzed using SPSS version 26. Descriptive statistics and independent-samples t-test were applied to examine knowledge levels and gender-based differences. Findings revealed that students exhibited limited and often superficial knowledge, with misconceptions regarding biotechnology applications and confusion between genetically modified and non-genetically modified techniques. Only a few students identified relevant biotechnology applications within Rwanda. Despite these gaps, most students (95.3%) supported the use of genetic engineering in agriculture, with no significant gender differences (p > .05). These results underscore the need for improved biotechnology education, incorporating local examples and practical exposure. The study provides insights for educators and policymakers aiming to enhance biotechnology literacy among future science professionals in Rwanda.
Ndikumana et al. (Fri,) studied this question.