2025-07-242025-07-242025-06-06https://repositorio.ifal.edu.br/handle/123456789/1092The understanding of biosafety among health science students was critically analyzed in this study, conducted at the Centro Universitário de Maceió (UNIMA/Afya), with the objective of evaluating the theoretical and practical knowledge of undergraduates and identifying gaps in their academic training. This research was characterized as descriptive and exploratory, with a quantitative approach, involving 242 participants from the Medicine, Dentistry, Psychology, Nursing, Physiotherapy, and Nutrition programs. Data were collected through a structured questionnaire administered via Google Forms, addressing topics such as regulatory standards (NR-6, NR-9, NR-32), the use of Personal Protective Equipment (PPE) and Collective Protective Equipment (CPE), and procedures in risk situations. The results showed that 98.8% of students had previous contact with laboratory environments and demonstrated satisfactory knowledge of NR-32 and the role of PPE, with 97.5% and 100% correct responses, respectively. However, lower mastery was observed regarding NR-9, which addresses environmental risks, indicating the need for greater emphasis on this content within academic curricula. Participants’ perception of the importance of biosafety was high, particularly in relation to personal and collective safety. It was concluded that, although students possess a solid theoretical foundation in biosafety, there are specific gaps that require improvement, especially regarding the critical application of regulations and the integration between theory and practice. The adoption of active methodologies, such as simulations and case studies, along with continuous training, is recommended to strengthen a culture of biosafety in academic education.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilCiências BiológicasÁrea da saúde – Ensino aprendizagemBiossegurançaBiosafetyTrabalho de Conclusão de CursoCIENCIAS BIOLOGICAS