Future-proofing cell biology education: A novel framework for AI-driven career-connected learning

Cell biology plays a foundational role in preparing students for careers in medicine, biotechnology, and life sciences, yet substantial gaps persist between the classroom and career preparedness. High school teaching remains predominantly theoretical, with limited practical application, technological integration, and career pathway visibility. These deficiencies constrain student preparedness for cell biology-related careers and weaken the overall STEM pipeline. This mixed-method comparative study examined cell biology teaching practices across Finland, Kosovo and Scotland – three contexts representing diverse educational frameworks and socioeconomic conditions. Data collection comprised 46 survey responses from high school cell biology teachers (60%) and public engagement professionals from Learned Societies (40%), supplemented by 18 semi-structured interviews exploring AI adoption barriers and career integration challenges. Three key findings emerged: curriculum and resource inequalities fundamentally shape student learning experiences; AI is viewed as promising but remains underutilised due to infrastructure limitations; and career pathway integration is valued but rarely structured. To address these gaps, the study proposes the LIRA framework (Learning Integration and Role-Model Applications), an AI-supported approach designed to enhance resource access, equity, and connections between classroom biology and careers. These results contribute comparative evidence to international education reform debates and highlight digital equity considerations for sustainable classroom innovation.