Understanding microscopic structures represents one of the greatest challenges in microbiology education, particularly when studying bacterial cell walls, whose complexity and functional diversity are essential for comprehending microorganisms. Traditionally, this subject has been taught using two-dimensional illustrations and theoretical explanations, which hinder content assimilation. In this context, three-dimensional (3D) models emerge as an innovative pedagogical strategy that promotes more active and meaningful learning. This work aimed to propose 3D models of Gram-positive and Gram-negative bacterial cell walls to highlight their structural differences, evaluate the pedagogical impact of these models, and integrate them into active learning methodologies. The proposal is based on the principle that well-designed, evidence-based physical models facilitate learning by enhancing understanding of bacterial morphofunctional components. The model construction involved medical and physiotherapy students. Images from the textbook "Microbiology" by Tortora et al. were converted into 3D environments using Autodesk MeshMixer software. This process required modeling elements such as the thickness of the peptidoglycan layer, the presence of teichoic and lipoteichoic acids in Gram-positive bacteria, and the unique outer membrane of Gram-negative bacteria. Scaling and texturing tools were used to accurately represent cellular layers. For Gram-positive bacteria, a thick peptidoglycan mesh composed of interconnected spherical networks was created. For Gram-negative bacteria, a lipid bilayer, peptidoglycan layer, and outer membrane were modeled. Photopolymer resin was selected for its ability to provide high precision, and the models were printed in different orientations to facilitate visualization. The results indicated positive impacts: students reported greater ease in identifying structures, improved understanding of bacterial differences, and increased engagement during practical activities. Tactile interaction encouraged critical thinking, especially in connecting structural components to antimicrobial agent mechanisms of action. The inclusive potential of the models is also noteworthy as they allowed visually impaired students to access content through touch, aligning with Universal Design for Learning principles and promoting equity in health sciences education. The literature supports the benefits of 3D prototyping demonstrating that three-dimensionality and interactivity increases student retention and participation. Despite challenges such as cost and technical training requirements, the observed benefits and growing feasibility of 3D printing make this proposal highly relevant. In conclusion, 3D cell wall models are effective and accessible tools for higher education, particularly in microbiology instruction.

Keywords: Teaching, microbiology, educational technology printing 3D, learning.