Training Biotechnologists

Should We Continue Training Biotechnologists? The Urgency of a Science in the Service of Life

By Leonardo Trujillo

In a world where headlines bombard us with climate crises, biodiversity loss, and unprecedented pollution, an uncomfortable question arises for those of us dedicated to scientific education: Should we continue training students in biotechnology, a discipline that, in the wrong hands, can cause more harm than good to the environment? The answer is not simple, but it is urgent. It is not about stopping science, but about radically reorienting it towards a purpose that prioritizes life over profit, and precaution over unbridled ambition.

Biotechnology: A Tool of Liberation or Destruction?

Biotechnology, like any technology, is not intrinsically good or bad. Its impact depends on who controls it and for what purposes. On one hand, it has the potential to offer critical solutions:

Bioremediation of soils and waters contaminated by decades of industrialization.
Development of biomaterials to replace petroleum-based plastics.
Accessible medicine, such as the production of insulin or gene therapies with a smaller ecological footprint.
Resilient agriculture, with crops adapted to droughts or degraded soils, without agrochemicals.

But on the other hand, when biotechnology is subordinated to corporate interests or the logic of “growth at any cost,” it becomes a weapon of mass destruction:

Transgenic monocultures that displace biodiversity and increase the dependence of rural communities on patented seeds and herbicides like glyphosate.
Genetic pollution from the release of modified organisms without rigorous long-term impact studies.
False solutions that perpetuate extractivism, such as biofuels that compete with food production and worsen the global food crisis.

The problem is not biotechnology itself, but the economic and political model that uses it to concentrate power and deepen inequalities. As educators, we have the responsibility to question this model and train scientists who put ethics and environmental justice above corporate interests.

The Ethical Crossroads: Continue Training or Stop?

Given this scenario, should we continue teaching biotechnology? The answer is not “yes” or “no,” but “how.” The solution is not to abandon the discipline, but to transform its approach from the root. Here are some clues to achieve this:

1. Teach Critical and Regenerative Biotechnology

Future biotechnologists must understand that their work does not occur in a vacuum, but in a complex social, political, and ecological context. This implies:

Analyzing the limits of technology: Do we really need a biotechnological solution, or could the problem be solved with simpler, less invasive approaches, like agroecology?
Evaluating social impacts: Who benefits from this innovation? Local communities or transnational corporations?
Prioritizing regenerative applications: Focusing on projects that restore ecosystems, such as the bioremediation of contaminated soils or the development of compostable materials.

2. Incorporate Interdisciplinary Approaches

Biotechnology cannot be taught as an isolated discipline. It must be integrated with:

Environmental ethics: Courses on political ecology, climate justice, and degrowth, so that students understand the implications of their work.
Community participation: Projects that arise from the real needs of communities, not from corporate interests.
Circular economy: Designing processes that close cycles, where the waste from one system becomes inputs for another, avoiding the generation of waste.

3. Question the Dominant “Innovation” Model

It is essential to challenge the narrative that biotechnology is the “magic solution” to all problems. Instead, we must:

Promote precaution: Adopt the principle that, if we are not sure of the long-term impacts, we should not release an organism or technology into the environment.
Value low-tech solutions: Sometimes the answer is not in complex genetic manipulation, but in traditional knowledge, such as the agroecological management of soils or the use of native plants to restore ecosystems.
Denounce conflicts of interest: Many universities and research centers receive funds from corporations like Monsanto/Bayer or Syngenta, which prioritize profits over the common good. Are we training independent scientists or industry employees?

4. Reorient the Career Towards Environmental Justice

If the current model of biotechnology is unsustainable, why not redefine the discipline? We could:

Create specializations in ecological biotechnology, where technology serves to regenerate ecosystems instead of exploiting them.
Integrate traditional knowledge, such as indigenous knowledge on seed and soil management, which has proven to be sustainable for millennia.
Foster ethical disobedience: Teach students to reject harmful projects, even if they are “profitable” or “innovative.”

Examples of Biotechnology Serving Life

In France, biotechnology has been applied in innovative projects that prioritize ecological regeneration and the common good, demonstrating that it is possible to align science with environmental and social justice:

1. Bioremediation of Contaminated Industrial Soils

In the Nord-Pas-de-Calais region, a former mining and industrial area, native bacteria and fungi have been used to decontaminate soils affected by heavy metals (such as lead, zinc, and arsenic). These microorganisms, isolated from the soils themselves, degrade or immobilize contaminants without the need for costly excavations or aggressive chemicals. The project, developed in collaboration with INRAE (National Research Institute for Agriculture, Food, and Environment), has enabled the recovery of areas for agricultural and forestry use, reducing risks for local communities.

2. Wetland Restoration Using Bioengineering

In the Camargue (southern France), wetlands—critical ecosystems for biodiversity—have been restored using native plants and microorganisms to improve water quality and resilience to droughts. Bioengineering techniques, such as the use of nitrogen-fixing bacteria in plant roots, have accelerated the recovery of areas degraded by salinization and intensive agriculture. These projects, led by teams from CIRAD (International Center for Agricultural Research for Development), demonstrate how biotechnology can support climate change adaptation without relying on external inputs.

3. Decentralized Wastewater Treatment Using Microalgae

In cities like Montpellier and Lyon, pilot systems have been implemented using local microalgae to purify urban wastewater. The algae, cultivated in open bioreactors, absorb nutrients such as nitrogen and phosphorus, reducing the need for chemical treatments. Additionally, the resulting algal biomass is used as organic fertilizer in peri-urban agriculture, closing the nutrient cycle. These initiatives, developed in collaboration with public universities, show how biotechnology can be integrated into local circular economies.

4. Conservation of Traditional Plant Varieties

In the Pyrenees and French Alps, projects involving community seed banks have used in vitro cultivation techniques to rescue local varieties of cereals, vegetables, and fruits at risk of extinction. These varieties, adapted to specific climatic conditions, are more resilient than industrial crops and do not depend on agrochemicals. The Réseau Semences Paysannes (Peasant Seeds Network) has worked with public laboratories to multiply these seeds and distribute them among farmers, strengthening food sovereignty and agricultural biodiversity.

5. Biogas Production from Agricultural Waste

In regions like Brittany and Normandy, agricultural cooperatives have developed anaerobic digestion systems using crop residues and manure to produce biogas. This process not only generates renewable energy but also produces a digestate (organic residue) used as fertilizer, reducing dependence on natural gas and synthetic fertilizers. The projects, driven by citizen energy cooperatives, demonstrate that biotechnology can be a tool for just and decentralized energy transition.

Key Lessons

These French examples show that biotechnology can be regenerative when:

It is based on local resources (microorganisms, plants, or available waste in the region).
It prioritizes collaboration with communities and public actors (not private corporations).
It seeks to close cycles (water, nutrients, energy) instead of generating waste or dependencies.
It focuses on decentralized solutions, tailored to specific contexts.

Biotechnology, when disconnected from commercial interests and integrated into natural and social ecosystems, can be a powerful ally in addressing environmental challenges without repeating past mistakes.

A Promising Future: Transforming INSA Lyon’s Biotech & Bioinformatics Curriculum as an Opportunity for Responsible Innovation

In a world where environmental and social challenges demand urgent and creative solutions, the transformation of INSA Lyon’s Biotechnology and Bioinformatics program is not just a necessity—it’s a unique opportunity to redefine the role of engineering in building a sustainable future. This curriculum update is more than an academic adjustment; it’s a gateway to responsible innovation, where science, technology, and ethics converge to train engineers capable of tackling 21st-century challenges with vision, commitment, and creativity.

1. Training Engineers for a World in Transition

INSA Lyon has the chance to position itself as a leader in educating biotechnology engineers who not only master technical tools but also understand their impact on society and the environment. This new approach will enable students to:

Design circular solutions: From bioprocesses that turn waste into resources to production systems that minimize energy and water consumption.
Integrate ethics and social justice: Analyzing how their projects can help reduce inequalities and protect vulnerable ecosystems.
Collaborate with local and global stakeholders: Working alongside communities, NGOs, and sustainability-committed companies to create solutions that address real needs.

By aligning the program with the Sustainable Development Goals (SDGs) and the European Green Deal, INSA will not only train highly skilled professionals but also leaders who will drive a just and equitable ecological transition.

2. Purpose-Driven Innovation: Biotechnology Serving Life

Biotechnology and bioinformatics hold immense potential to regenerate ecosystems, improve human health, and create circular economies. With this curriculum transformation, INSA students will explore and develop projects that:

Restore soils and water: Using microorganisms and plants to decontaminate industrial areas, as seen in successful bioremediation cases in France.
Develop sustainable biomaterials: Creating alternatives to plastics and other petroleum-derived materials using renewable resources and low-impact processes.
Optimize food systems: Collaborating with farmers and cooperatives to design solutions that enhance crop resilience and reduce agrochemical dependency.

These projects will not only have a positive environmental impact but also open new career opportunities in growing sectors like the circular economy, agroecology, and renewable energy.

3. A Space for Collaboration and Dialogue

The curriculum transformation also offers an opportunity to create spaces for dialogue among students, researchers, professionals, and civil society. This can include:

Seminars and workshops: Where experts in ethics, environmental policy, and social justice share their knowledge and engage in debates with students about biotechnology’s role in society.
Collaborative projects: With local communities, NGOs, and socially responsible companies to develop solutions that address real and urgent challenges.
Citizen science initiatives: Where students work with communities to monitor and improve environmental quality, fostering more inclusive and participatory science.

These spaces will not only enrich academic training but also strengthen future engineers’ commitment to society and the environment.

4. INSA Lyon as a Leader in Future Education

By adopting this innovative and responsible approach, INSA Lyon will not only train highly skilled engineers but also position itself as a leading institution in sustainability education. This will attract students committed to social and environmental change, as well as academic and industrial partners seeking to collaborate on projects with real, positive impact.

Moreover, this curriculum transformation responds to the demands of a world in crisis, where innovation must go hand in hand with responsibility and ethics. Engineers trained in this new program will not only be prepared to face the technical challenges of their profession but will also be agents of change, capable of leading the transition to a more just and sustainable society.

5. A Call to Action

The transformation of INSA Lyon’s Biotechnology and Bioinformatics program is a historic opportunity to rethink the role of engineering in the world. It’s a call to train professionals who seek not just technological advancement but also put their knowledge at the service of life and the common good.

To students, we say: You have the power to define the future of biotechnology. To faculty and administrators, we remind you that education is the seed of change, and every curricular decision is an opportunity to build a better world.

Together, we can make INSA Lyon a beacon of responsible innovation, where science and technology are used to protect the planet, improve lives, and create a more just and sustainable future for all. The time to act is now!

Conclusion: The Science We Need

The initial question—should we continue training biotechnologists?—leads us to a deeper reflection: What kind of science and technology do we want for our future? Biotechnology is not the problem; the problem is the system that uses it to perpetuate destruction. As educators, we have the opportunity and the responsibility to train a new generation of scientists who:

Put life at the center of their work, not profit.
Question dominant narratives and seek solutions that regenerate instead of exploit.
Work with communities, not for corporations.

It is not about stopping biotechnology, but about reorienting it towards an ethical and ecological purpose. The challenge is urgent: either we transform science from its roots, or we will continue to be accomplices of a system that is leading us to collapse. The future is not a promise, it is a decision we make today. What kind of scientists do we want to be? What kind of world do we want to build? The answer is in our classrooms, in our laboratories, and, above all, in our willingness to change. ```

Leonardo TRUJILLO