Abstract: In molecular biology laboratory instruction, students often struggle with an incomplete understanding of experimental procedures, inadequate pre-laboratory preparation, untimely feedback from instructors, and underdeveloped analytical skills. To address these challenges, this study reconfigured the laboratory curriculum. The curriculum focused on cloning the alkaline phosphatase gene and constructing prokaryotic expression strains. A project-based learning approach to enhance problem-solving skills were adopted using a blended learning model that integrated online and in-person instruction. Additionally, we prioritized enhanced communication and timely feedback, with particular emphasis on data integration and analysis. These revisions aimed to stimulate student engagement, improve instructional efficacy, and establish a solid foundation for training highly skilled, professional, and innovative educators in the field.

Key words: molecular biology, experimental teaching, excellent teacher, alkaline phosphatase, engineering bacteria construction