In the current landscape of higher education, exploring innovative pedagogical approaches is crucial for enhancing student comprehension and engagement in demanding scientific disciplines. This study explores the perception and experience of Pharmacy degree students in Structural Biochemistry regarding the integration of digital technologies and artificial intelligence (AI) in their learning process, particularly for complex and intricate biochemical concepts. The current teaching approach partially facilitates the understanding of these complex topics, with 50% of 36 surveyed students agreeing. While 44.4% of students rarely use web portals and digital resources like YouTube for learning, 33.3% use them sometimes, and 16.7% use them frequently, indicating an existing but not pervasive adoption of these tools for tackling challenging subject matter.

A significant portion of students expressed interest in integrating innovative resources to aid in complex learning. Specifically, 38.9% would like more 3D molecular models, 27.8% prefer educational games or gamification, 19.4% are interested in virtual laboratories, and 13.9% in podcasts or short videos. When it comes to AI usage, 36.1% have used AI (like ChatGPT or Gemini) sometimes, and 13.9% frequently. Among those who used AI (15 responses), the primary uses included clarifying knowledge, simplifying concepts, explaining processes, resolving doubts, making comparisons, generating self-assessments, creating conceptual maps, organizing references, and interacting with dynamic models, particularly for understanding specific complex biochemical pathways. The perceived usefulness of AI for learning complex material is high, with 48.5% rating it a 5 out of 5, and 33.3% rating it a 4 out of 5.

Furthermore, a substantial majority (44.4% would definitely like, and 36.1% would like) of students desire the inclusion of AI in the teaching of Structural Biochemistry to facilitate complex learning. The course has significantly contributed to developing critical thinking skills in scientific concepts, with 52.8% reporting "much" and 36.1% "very much" development. Students largely felt active (47.2%) or very active (11.1%) in the learning process rather than passive, which is crucial for mastering complex subjects. Moreover, 50% of students could apply what they learned in new or interdisciplinary contexts, with an additional 22.2% indicating they could do so broadly, demonstrating an ability to transfer complex knowledge. Overall, 55.6% of students believe that educational innovation can improve their performance in Structural Biochemistry on a scale of 1 to 5, rating it a 4.

Finally, the course prompted 40% of students to "always" reflect on the role of biochemistry in health, the environment, or society, and 37.1% "frequently." These findings highlight a strong student interest in digital and AI integration for enhanced acquisition of complex biochemical knowledge and critical thinking among Pharmacy students.

Keywords: Artificial Intelligence, complex learning, educational innovation.