Role of Scientific Student Associations in Developing Competencies Among Biology Students: the Case of the Student Scientific Association of Animal Physiologists “Oxygen” (Poland)
Abstract
This article explores the educational and developmental role of Student Scientific Associations (SSAs) in biology education, emphasising their potential as supplementary learning environments in higher education. The Student Scientific Association of Animal Physiologists 'Oxygen' at the Pomeranian University in Słupsk (Poland) is used as a case study. Using qualitative data from interviews, observations, and document analysis, the study shows that participating in SSA 'Oxygen' greatly improves a range of competencies, including research methodology, technical laboratory skills, data analysis, critical thinking, communication, teamwork, leadership, and self-efficacy. Notably, the SSA 'Oxygen' offers students the chance to experience the entire research process, from designing experiments to interpreting results and presenting findings in academic settings.
The interdisciplinary projects undertaken by SSA ‘Oxygen’, such as investigations into oxidative stress, ecophysiological monitoring of wild bird populations, and the pharmacological evaluation of plant extracts, expose students to real-life scientific challenges, developing their ability to apply theoretical knowledge in practice. These activities are often carried out in cooperation with external institutions, broadening the academic perspective and fostering international collaboration. Students also present their findings at local, national, and international seminars and conferences, strengthening their academic identity and preparing them for future professional roles in research, education, and environmental protection.
The findings emphasise the importance of mentorship, peer learning, autonomy, and organisational involvement as key elements in developing competence. However, the article also identifies several challenges, including limited funding, a lack of infrastructure, time constraints and member turnover, which may hinder continuity and effectiveness. Overcoming these barriers requires stronger institutional support and the strategic integration of SSA activities into university curricula. With effective support, SSAs can play a transformative role in higher education by bridging the gap between theory and practice. Recognising their achievements formally, alongside providing stable resources and mentorship, can maximise their educational impact. This provides students with valuable scientific skills, as well as confidence, resilience, and long-term professional advantages.
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