Online Platforms for the Teaching and Learning of Biology

Abstract

The teaching of Biology faces limitations derived from traditional methods focused on memorization, the lack of experimental infrastructure, and the fragmentation of knowledge about technological resources; in this context, digital platforms emerge as alternatives to represent complex phenomena, diversify didactic strategies, and promote equitable access to learning. The study was conducted through a documentary review of recent research in specialized academic databases to identify contributions, limitations, and trends regarding the use of digital platforms in Biology. The findings show that gamified tools increase participation, visual-interactive platforms facilitate conceptual understanding, simulators reproduce experimental practices inaccessible in resource-constrained institutions, and three-dimensional models strengthen scientific reasoning; simultaneously, challenges related to connectivity, the digital divide, limited teacher training, and risks of superficial use without pedagogical mediation are identified. The conclusions indicate that digital platforms consistently contribute to improving content comprehension, expanding experimental opportunities, and fostering active learning, although methodological gaps, heterogeneity in approaches, and the absence of longitudinal studies that assess sustained impacts persist, highlighting the need to advance toward comparative research and more robust designs to consolidate evidence on their educational effectiveness.