Microbiology, as a dynamic and interdisciplinary field, offers remarkable opportunities for implementing integrated science education at the secondary school level. Rooted in biology but closely linked to chemistry, environmental science, and even mathematics and geography, microbiology enables the exploration of fundamental life processes, ecosystem functions, and global biogeochemical cycles in a way that naturally transcends disciplinary boundaries.

This contribution presents the findings of an educational study focused on the current role and potential of microbiology in secondary school science curricula. A mixed-methods approach was employed, combining an anonymous online survey with follow-up interviews with selected teachers. The research investigated how microbiology is currently taught, which sources and methods are used, the frequency and nature of practical activities, and how teachers perceive the potential for cross-disciplinary integration. Although microbiology is not a central topic in the curriculum, many teachers devote several lessons to it and report strong student engagement. The study shows that microbiology is particularly well suited for integrated teaching, as it offers concrete connections between biological concepts (e.g., cell division, metabolism, microbial ecology) and chemical principles (e.g., redox reactions, nutrient cycles), as well as applications in environmental and health-related contexts.

As a model example, the Vinogradsky column is presented—a simple yet powerful tool for visualizing microbial diversity, metabolic gradients, and environmental adaptations. This activity enables teachers to combine inquiry-based learning with data analysis and interlink multiple scientific perspectives in a single educational unit. Interview data indicate that teachers are open to implementing such integrative approaches, especially when supported by high-quality methodological resources and interdisciplinary collaboration.

The presentation will also highlight proposals for the development of teaching materials and strategies aimed at reinforcing microbiology’s role as a bridge between scientific disciplines in meaningful and engaging ways.

Keywords: Microbiology, integrated science education, secondary school, interdisciplinary learning.