Abstract
The growing emphasis on integrated STEM education and education for sustainable development calls for authentic classroom experiences that connect biotechnology, quantitative reasoning, and real-world environmental issues. This study presents and examines an inquiry-based instructional activity in which students conducted enzyme-assisted pectin extraction from carrot pomace within a food waste valorization framework. Implemented in a regular classroom setting, the activity was designed to engage students in authentic scientific practices, including experimental design, data collection, quantitative analysis, and evidence-based interpretation. Student worksheets which included calculations, graphical outputs, and written reflections, were analyzed to evaluate procedural feasibility, STEM skill development, and conceptual understanding of enzyme function. Findings indicate that students were able to successfully perform the biotechnology procedure under typical classroom constraints while demonstrating meaningful engagement with data literacy, graphing, and experimental reasoning. Hands-on interaction with visible biochemical outcomes appeared to reduce the abstractness of enzyme concepts and support deeper understanding. Importantly, situating the activity within a sustainability context promoted environmental awareness and showed the value of waste-to-value thinking. The study contributes a practical and promising classroom model that bridges biotechnology instruction, integrated STEM practices, and sustainability education. Implications for classroom implementation and future research are discussed.