Promoting positive values in biochemistry classes

In my biochemistry classes at Universidad Mayor de San Simón, the curriculum focuses on core concepts in biomolecular metabolism. Alongside this content, I have introduced an extracurricular approach that emphasizes emotional awareness and the development of positive values to support student learning.

Courtesy of Duberlin Quiroga

Duberlin Quiroga teaches an undergraduate biochemistry course at the Universidad Mayor de San Simón in Cochabamba, Bolivia, in 2026.

I began to see the impact of this approach through students like Pamela Bustamante. At the start of the course, she identified challenges with motivation, procrastination and discipline. Over time, by actively working on these areas, she improved her sense of responsibility and ability to manage her studies. She learned to organize her time more effectively and developed greater perseverance, recognizing that meaningful learning requires sustained effort.

In my regular classes, I cover topics such as the metabolism of carbohydrates, lipids, amino acids and nucleotides. At the start of the term, I also work with students who choose to attend lectures, since attendance is not mandatory in my country. Early in the course, I emphasize the importance of developing positive values alongside academic skills.

To support this, we begin with an individual diagnostic questionnaire that helps students identify personal challenges that may affect their learning. These may include lack of motivation, procrastination or difficulties with discipline. The results vary widely, reflecting each student’s unique background and circumstances. This process encourages self-reflection and gives students a starting point for personal growth.

As the course progresses, some students begin to adopt more effective study habits while also strengthening these positive values. This combination often leads to noticeable improvements in both confidence and academic performance. While these changes are not always easy to measure quantitatively, their impact is visible in how students engage with the material and approach their learning.

I believe this work plants important seeds. By encouraging students to reflect on their habits and develop perseverance, responsibility and self-awareness, I hope to support not only their academic success but also their personal growth. Over time, these changes may extend beyond the classroom, benefiting their communities and society.

Teaching biochemistry is not only about conveying scientific knowledge but also about helping students develop the mindset needed to apply that knowledge. By integrating positive values into my teaching, I aim to create a learning environment where students can grow both intellectually and personally.