Research is achieved for the sake of contribution towards science and getting information systematically, starting from the collection of data, passing through interpretation and final evaluation of these data and all that, in an organized manner which is called scientific research. Biotechnology includes the application both of older biological knowledge, which is based on structures, functioning, and development of animals and plants in their ecological setting, and of newer approaches, which are based on an understanding of genetics and on the cellular and subcellular processes. The development of biotechnology has given society an awesome new power and an equally awesome responsibility to use it wisely. Biotechnology is being applied in different areas of science such as agriculture, health, the environment, and many other aspects of science and industry. Most of these applications and developments are centered in the developed countries and the research is established by these notions. Currently, it has been obvious that biotechnology is crucial for notion’s economic growth and sustainable development. Yemen, as one of the most developing countries, is suffering to emerge molecular biotechnology research in universities and research units. This is because of many aspects that affect the soceity, goverment, and ultimatly the entire country, including society, human resources, facilities, infrastructure and environment resources, and stability. To conclude, the researchers in Yemen are surrounding by many challenges, which are starting in society and ending up in the laboratory. The research has very low priority on a long list of priorities such as food, stability, security, and healthcare. All the challenges can be solved, but it will need a more educated society and serious government policy toward research as a tool to build a strong society.

This study aims to investigate the views and awareness level of nutrition and dietetics undergraduates about genetically modified organisms (GMO). A total of 228 university students participated in the research (130 female, 98 male students). During data collection, 8 open-ended questions and attitude scale questionnaire (30 questions) were applied in order to determine the demographic features and GMO knowledge of students. Students’ replies to questions; “Do you think GMO technology is beneficial or harmful? If it's beneficial, why? If it is harmful, why?” 76.8% stated that they found it harmful. To the question, “if it is harmful why?” students replied, “they cause cancer”. There is a statistical difference between the answers of first and third-year students. To the question, “have you heard about the precautions that were taken by the ministry? If yes, do you think they are sufficient?” 76.80% students stated that they were not aware of the precautions that were taken by the ministry. 53 participants replied to this question as “I have an idea about this.” But to the question “Is it sufficient?” they stated that they are not sure about it. There is a statistical difference between graduates of Vocational High School and Anatolian High School. In this assessment, it was seen that the basic knowledge of students about GMO is enough, but they experience confusion. Most of the students believe that GMO technology is harmful and has some conceptual errors. Positive and negative sides of GMO technology should be expressed clearly. It was concluded that course curriculums should include topics that will increase knowledge and awareness related to GMOs. Additionally, courses can be given selectively in the field of biotechnology so that confusion about GMO’s can be eliminated.