Integrating Microbial Fuel Cells into Environmental Science Curricula: Enhancing Students’ Interdisciplinary Thinking and Practical Competence

Microbial electrochemical systems (MESs), represented by microbial fuel cells (MFCs), provide an interdisciplinary platform integrating microbiology, electrochemistry, and environmental engineering. However, laboratory teaching of MFCs often focuses on device construction or voltage measurement, with limited emphasis on mechanism understanding, system evaluation, and engineering applications. This study developed an inquiry-based learning (IBL) laboratory module based on a novel MES, the integrated microbial fuel cell (iMFC), and implemented it in an environmental science course for senior undergraduate students. Students worked in groups of 2–3 to design experiments, construct and operate iMFC systems, analyze performance, and evaluate environmental applications. Key learning outcomes included investigation of power generation, water purification efficiency, and energy conversion efficiency through experimental measurements and data analysis. The effectiveness of the module was assessed using pre- and post-course tests and a post-course questionnaire. The average score increased from 13.26 on the pre-course test to 17.49 on the post-course test on a 20-point scale, implying improved understanding of microbial electrochemical principles and experimental practices. In addition, more than 90% of students reported that the module improved their knowledge of iMFC operation, interdisciplinary concepts, and data analysis skills. The results demonstrate that an IBL-based iMFC laboratory module can effectively promote interdisciplinary understanding and practical skills in environmental science education, providing a transferable approach for integrating sustainable technologies into higher education laboratory curricula.