Abstract: As a core fundamental course in life sciences, biochemistry has long faced teaching challenges due to its highly abstract theories and complex knowledge system, which often lead to insufficient learning motivation and cognitive overload among students. To address these issues, this study proposed the digital interactive exploratory method (DIEM), a novel teaching model that integrates digital intelligent tools, multi-dimensional interactive mechanisms, and exploratory learning tasks. The study was conducted in the biochemistry course of the College of Life Sciences at Northwest University, where students were divided into an experimental class (DIEM model) and a control class (traditional lecture-based model). The DIEM was implemented through a systematic approach involving “pre-class intelligent guidance, in-class interactive learning, and post-class project-based extension”. Empirical results indicated that DIEM significantly improved the experimental class students’ exam scores, learning interest, collaboration skills, and self-directed learning abilities. This study not only provided a replicable solution for Biochemistry teaching reform but also effectively broke through the cognitive barriers of traditional science teaching, offering theoretical references for educational digital transformation.

Key words: biochemistry, digital interactive exploratory method (DIEM), self-directed learning ability, intelligent teaching tools, exploratory learning