Abstract. This article explores active and problem-oriented methods for teaching biological chemistry at a medical university within a competency-based framework. While biological chemistry is tradi tionally viewed as a fundamental medical discipline, its principles are increasingly vital to emerging fields such as bioeconomy, biotechnology, and sustainable agriculture. The ability to interpret meta bolic processes, understand enzymatic reactions, and analyze biochemical data forms the scientific foundation for innovations in biobased production, waste recycling, and resource efficiency. This study presents strategies including problem-based learning, situational tasks, metabolic maps, and interactive technologies. These approaches develop analytical thinking, clinical reasoning, and professional com petencies. They enhance knowledge retention and practical applicability, preparing students not only for medical practice but also for interdisciplinary challenges in the bioeconomy sector. By fostering skills in data interpretation and problem-solving, the proposed approach contributes to training spe cialists capable of addressing complex issues at the intersection of human health, biotechnology, and sustainable development.
Gulnara et al. (Thu,) studied this question.