In an era where digital technologies permeate every aspect of society, the integration of technology-enhanced learning (TEL) in science education represents a transformative shift in pedagogical approaches. The knowledge gap lies in understanding how to effectively implement and measure the impact of technology-enhanced learning (TEL) in cell biology education to ensure it truly transforms pedagogical approaches. Qualitative document analysis of case studies, methodological analyses, and conceptual models, synthesis of empirical as well as theoretical research examines how TEL enhances both subject matter understanding, and reflective teaching practices was used. This review specifically contends that TEL fulfils a dual function: it acts as a means to portray intricate biological concepts and serves as a platform for encouraging preservice teachers to reevaluate their teaching strategies. The findings highlight that various TEL tools including interactive display systems, digital simulations, and arts-based techniques enhance cognitive engagement by aligning with constructivist learning ideologies. A key theme emerging from the literature is the potential of interactive digital environments to transform traditional lecture-based classrooms into student-centered learning spaces. Research suggests that preservice teachers employing TEL strategies can make abstract scientific concepts more accessible, particularly through animated representations of cellular structures and processes such as mitosis and meiosis. Interactive whiteboards and computer-animated modules provide dynamic visualizations that enable learners to bridge the gap between theoretical knowledge and practical understanding. Such multimodal representations support deeper cognitive engagement by encouraging students to construct new knowledge based on prior experiences. The implications of this review underscore the necessity of embedding TEL strategies within teacher education curricula to equip preservice teachers with the requisite technological, pedagogical, and content knowledge (TPACK) for teaching complex biological concepts. The study advocates for a reconceptualization of teacher training programs that integrate TEL as a core component, ensuring that lecturers are prepared to leverage technology effectively in cell biology education.

Keywords: Technology-enhanced learning (TEL), preservice teachers, science education, cell biology, interactive digital environments, constructivist learning, multimodal representations, teacher education, TPACK.