Embedding Regulatory Genomics and Epigenetics in Curricula to Enhance Student Understanding of Complex Traits and Disease Biology

Abstract

Advances in regulatory genomics and epigenetics provide critical insights into the molecular mechanisms underlying complex traits and disease biology, yet these concepts are often underrepresented in undergraduate genomics and genetics curricula. This paper outlines the rationale, theoretical foundations, and pedagogical strategies for embedding regulatory-genomics and epigenetic principles into life-science instruction. By integrating DNA-sequence–based regulatory elements, epigenetic modifications, and gene–environment interactions into existing frameworks, students gain a deeper understanding of genotype–phenotype relationships, transcriptional regulation, and complex-trait determination. Evidence demonstrates that curricular integration enhances cognitive and conceptual learning, reinforces core disciplinary ideas, and bridges connections between molecular biology, genetics, and systems-level perspectives. Moreover, incorporating these concepts equips students to engage with biomedical applications, evolutionary theory, and societal implications of genome regulation. The approach emphasizes progressive curriculum design, alignment with disciplinary core ideas, and development of quantitative and analytical reasoning, fostering a comprehensive understanding of the regulatory architecture of genomes and its relevance to contemporary life-science education