Introduction. The article discusses the issues of one of the most difficult topics in teaching biology at school and university. The aim of the work was to determine the reasons for the low level of assimilation of educational material related to the study of the topic “Energy metabolism”. Methodology. The authors analyzed the content of school biology textbooks of different authors for their scientific component, unity of theory and practice, accessibility and visibility, systematic and consistent presentation of material devoted to the study of energy metabolism. Results. The results of the study showed that one of the reasons for the complexity of learning the topic “Energy metabolism” may lay not in the subject area, but in the specifics of the methodology of teaching biology in general education organizations. In the conditions of the pedagogical experiment the results were obtained, which allow us to evaluate the methodology of teaching biology proposed by teachers of the pedagogical university when studying the topic “Energy metabolism”. Conclusion. From the position of teaching biological disciplines in the “school – university” system, a view on the need to develop educational and methodological support for the educational activity of general educational organizations is presented. It should be based on the application of immersive technologies of augmented, mixed and virtual reality, as well as the possibilities of the technopark of universal pedagogical competencies. It will be based on the leading principles and systems of “Theory and methods of teaching (education) of biology” as a pedagogical science.