Abstract

conservation, and are not well represented in current undergraduate curricula. This paper examines the incorporation of such key topics into undergraduate education in a competency-based education (CBE) framework, which is aimed at improving biodiversity literacy and developing a deeper understanding of problems facing conservation. The development of competency-based learning outcomes in conservation genetics and invasion biology, with a focus on practical skills such as genetic assessment of populations and management strategies to deal with invasive species, is outlined in the study. Assessment methods such as project-based work, case study, and field activities are designed to measure the competency and engagement of the students. The paper also assesses the effect of this integration on the performance of students and learning outcomes, illustrating the advantages of hands-on, real-world applications and how this can be useful in providing a better connection with the subject matter. Feedback from students and instructors indicates that competency-based education brings greater engagement of students, better retention of key concepts, and better practical application of theoretical knowledge. However, problems such as the adaptation of curricula and the lack of resources are mentioned. The paper ends with some recommendations for how these barriers can be overcome and competency-based education expanded within environmental science programs. The results show how the integration of conservation genetics and invasion biology into undergraduate courses using CBE can help students to be better trained to address critical global biodiversity challenges, while the adoption of CBE in other ecological and environmental fields can be expected. This framework has a directly applicable approach to capacity construction in conservation biology and environmental science via bolstering student competencies in genetic evaluation, invasive species management, and ecosystem renewal. In doing so, the study adds applied knowledge to natural sciences education in how undergraduate-level training might be more effectively addressed in relation to biodiversity loss, biological invasions, and other environmental challenges that are of global concern.