The Amgen Biotech Experience (ABE) is a global science education initiative that brings molecular biology into secondary classrooms through inquiry-driven experiments, curriculum-aligned resources, lab-grade equipment and structured teacher professional development, all provided at no cost. Since its inception in 1990 in California, ABE has expanded to 27 sites across 16 countries, reaching over 1 million students and 1,500 teachers annually. Introduced in Ireland in 2014, it has engaged over 23,700 students and 215 teachers across 175 schools.

Contemporary science education emphasises critical thinking, problem-solving, collaboration and digital literacy. International frameworks such as the OECD Learning Compass, UNESCO’s SDG 4 and the EU Digital Education Action Plan signal a shift from teacher-centred delivery to student-centred, real-world learning. ABE is well aligned with these priorities and complements Ireland’s STEM education policy, which promotes professional learning, curriculum relevance and equitable learner engagement.

A core component of ABE is its robust professional development model. Teachers participate in workshops combining theoretical and practical training in molecular biology, safe equipment use, curriculum integration and ethical considerations. Practical experience with key techniques such as DNA extraction, PCR, and gel electrophoresis builds pedagogical confidence and technical competence. Following training, teachers receive high-quality lab kits and teaching materials on free loan, enabling authentic biotechnology experiences in the classroom. The programme’s flexible delivery allows adaptation to diverse school contexts, schedules and facilities.

The evaluation is underpinned by educational theories including communities of practice, inquiry-based science education (IBSE) and science capital, offering a framework to understand how ABE contributes to teacher identity, pedagogical development and inclusive access to STEM learning.

This paper presents findings from a mixed-methods evaluation conducted to mark ABE Ireland’s tenth anniversary. Data sources include teacher surveys (n=50), focus groups with teachers (n=9), students (n=5), and education support centre directors (n=3), along with documentary analysis. The study examines the programme’s reach, relevance and pedagogical impact, with particular focus on teacher confidence, use of IBSE methods and student engagement.

Findings indicate that ABE has meaningfully strengthened teacher confidence in delivering complex scientific content, improved alignment with the revised Senior Cycle Biology curriculum and fostered increased student interest in science careers. The integration of LabXchange, a digital platform developed by Harvard University, offered valuable opportunities for blended learning, although uptake varied depending on school context. However, persistent challenges remain, including time constraints, equipment logistics and limited access to laboratory technicians, which can restrict full implementation. To enhance long-term impact, the study recommends closer alignment of ABE with national STEM strategies, extended equipment loan periods and strengthened post-training and technical support.

This study contributes to ongoing international discourse on equitable STEM education, sustainable teacher professional development, and the critical role of education–industry partnerships in cultivating future-ready science education systems.

Keywords: Biotechnology Education, Science Pedagogy, Teacher Professional Development, STEM Education.