Abstract:
Including biotechnology in secondary school biology aims to equip students with skills and
knowledge for daily life. However, there is little evidence of how this learning has improved
the lives of secondary school leavers in Malawi. This study looked at their understanding and
use of biotechnology, how they apply it in daily life, and factors influencing its use by
involving selected secondary school leavers in Mzimba North Education District. Guided by
Situated Cognitive Learning theory and the Unified Theory of Acceptance and Use of
Technology, the research used a mixed-methods approach with 128 participants from the
2021–2023 academic years. Sampling techniques included purposive, snowball, convenient, and random methods. Data, collected via questionnaires and interviews, was analyzed using
SPSS and thematic analysis. Permission was obtained from Mzuzu University and
community leaders, and participants provided consent. Findings revealed low understanding but a strong appreciation for biotechnology among
school leavers. Factors like gender, knowledge level, and time since graduation had no
impact on its use. However, educational background, relevance, practical feasibility, and
attitude were key influences. The study recommends addressing these factors to improve
science education and promote biotechnology use in everyday life. Keywords/terms: biotechnology, everyday-life, secondary school leavers, application
