Within our team, we subtly incorporated education through the design of the team uniforms. As for other education activities, to realize the ideal form of education we have in mind, we use the classic Montessori education model, the Feynman Method of Learning, etc. We have had many conversations with university teachers who study pedagogy and sociology, and we have constantly iterated and refined our approach to the feedback we have received. At the same time, most of our activities are conducted in our mother tongue, Chinese, to ensure better teaching and learning outcomes.

Uniform Education ​

Before educating the wider community, we had a self-education session within the team. The education team learned that coral bleaching and plastic pollution are two of the biggest problems facing the oceans. They creatively proposed merging the two, contacting a professional company to design a team uniform made from recycled plastic. Through a piece of clothing that we wear often, we are practicing environmentalism and uniquely promoting ocean conservation.

Montessori Education ​

Meaning: The Montessori method of education involves children's natural interests and activities rather than formal teaching methods. It emphasizes independence and views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment.

Our efforts: We applied the Montessori method, particularly in educational activities for primary and middle school, such as the picture books in Guizhou and the toolkit at SUSTech No.2 Primary School.

Child-Centered Learning ​

Meaning: The classroom embraces individualized pace and choice, enabling children to progress at their own speed while selecting activities that resonate with their interests to enhance engagement and foster intrinsic motivation.

Our efforts: We have designed different programs for different students. Students are divided into small groups, and teachers actively guide the activities.

Prepared Environment ​

Meaning: The classroom combines a structured setup with purposefully prepared materials, ensuring that it is both accessible and aesthetically pleasing. This fosters concentration and encourages exploration among children.

Our efforts: We have carefully designed toolkits for different courses with guiding questions before, during, and after class. The toolkits will be distributed to the students in advance so that they can be more prepared to learn new knowledge with questions and achieve better classroom results.

Hands-On Learning ​

Meaning: The classroom incorporates manipulatives to transform abstract concepts into concrete experiences while engaging children in practical life skills activities to foster motor skills, independence, and a sense of responsibility.

Our efforts: We have designed our picture book sequel program to allow students to draw what they have learned. In our programs, we encourage students to find inspiration for synthetic biology in their daily lives and apply its principles to possible areas of their existence.

Role of the Teacher ​

Meaning: Teachers act as guides and facilitators, observing and supporting children as they lead their learning while prioritizing respectful and nurturing interactions to foster meaningful relationships with each student.

Our efforts: We maintain good relationships with the students in our educational activities, get along as friends, and unknowingly help them grow in ways they enjoy.

Emphasis on Intrinsic Motivation ​

Meaning: The classroom empowers children to pursue their interests and cultivate an intrinsic love for learning, free from reliance on external rewards or punishments.

Our efforts: We finalized the topic of the ocean in our teaching activities based on feedback on the students' interests. Students are guided to search for relevant information before class and after class, they also review and do more in-depth research on their own initiative.

Technology for Education ​

As students from a technology and science university, we also creatively empower education with advanced technology. We used VR goggles and 3D printing technology in the classroom to give students a deeper and more intuitive understanding of the underwater world and coral bleaching. We collaborated with GPT to adapt difficult project logic into interesting serialized novels and also used the image generation technology in GPT to inspire the creation of our Coral Town comic image.

The following two pictures show a coral model 3D printed using a heat-sensitive material that was originally blue and turned white at high temperatures.

We empower education with AI to inspire, assist, and improve our educational design, showing the possibilities of AI-empowered education, and promoting the change and development of society with our modest efforts.

（珊瑚小镇连载小说链接）

Conversation with Specialists ​

Professor Muzhi ZHOU ​

After we finished the Guizhou teaching program, we communicated with Prof. ZHOU, who affirmed our innovative idea of launching long-term activities among secondary school students, believing that long-term activities can be more effective in cultivating students who really want to engage in synthetic biology research in the future. At the same time, she put forward some specific suggestions for implementing educational activities, such as distributing questionnaires before and after classes to investigate the degree of knowledge mastery of the students, and so on. We iterated the design of the program to incorporate her suggestions. In the following educational activities, such as education at SUSTech No.2 Primary School and Education at The High school Affiliated with Southern University of Science and Technology, we conducted a preliminary investigation on students' interests and knowledge on the topic we are going to teach and collect feedback after our education.

Senior Lecturer Jiao GUO ​

We presented our educational activities to Dr. GUO. Regarding the Guizhou education activity and PLACE summer camp, she suggested some aspects that could be built upon in the future and proposed three future directions for innovative education.

1. Using the school's resources in conjunction with the school's characteristics

2. Summarizing the educational paradigm and preparing textbooks for use by a broader audience, thus radiating to a wider group of people

We are developing our own textbook, drawing on the experiences gained from all our activities. This long-term project is designed to evolve over the years with contributions from future iGEM teams at our school and hopefully beyond our school.

3. Communicating with organizations for educational opportunities and exploring the possibilities of long-term cooperation

We contacted the Marine Conservation Organization Dive4Love, the Environmental Protection Organization Novaloop, and the Recycling Workshop and successfully engaged in grand activities organized by these social enterprises. Further cooperation is still under discussion.

Teacher Xiaohua LIU ​

Ms.LIU is the teacher in charge of the teaching program at our school's Residential College. During the design phase of the Guizhou education summer program, we skillfully combined iGEM with it. After the school year started, we introduced the design of iGEM education and the details of freshman volunteer recruitment to Ms. LIU, who appreciated it and assisted us in setting up a long-term group for the education program and welcomed the addition of a new iGEM education thematic course. The conversation with Ms. Liu is significant to education's long-term and broad impact.

First-phase Preparations ​

On July 15, our team went to No.1 Middle School of Tongren Guizhou for a week-long teaching program to introduce the students to marine biology, geography, and basic synthetic biology. Guizhou Province is an inland province in the southwestern part of China. To help these inland students better understand the ocean topic, we made considerable effort in course design, revising the materials multiple times to ensure the content was simple and scientifically accurate.

Long-term Teaching Approach ​

This week-long program was meticulously planned. After communicating with Professor Zhou Muzhi from our university's social hub, we realized that long-term courses could better support students in continuing their learning journey into synthetic biology. Professor Zhou pointed out that a systematic understanding would be formed through a long-term course, which would also help identify students willing to invest time and energy into biology. Based on her advice, we adopted an innovative teaching method in this phase — a long-term summer camp approach. After two weeks of careful preparation, an on-site investigation, and communication with students, we used the ocean as a medium, starting with knowledge about the ocean and gradually delving into genes, DNA, and synthetic biology.

Engaging Students Through Immersive Learning ​

At the start of the course, we introduced the students to the broader concepts of marine life and ocean currents. With VR goggles, they experienced the underwater world firsthand. We demonstrated ocean currents through simple experiments in class and used heat-sensitive 3D-printed coral to show coral bleaching. As we transitioned into micro-level topics like DNA, genes, genetic engineering, and synthetic biology, this step-by-step approach helped the students quickly grasp new concepts.

We also designed hands-on activities, such as building DNA models and designing custom organisms by modifying rubber-band plasmids. We noticed their great interest and high participation in these activities. Through interaction, we found that these hands-on activities helped them better think through problems, understand concepts, and foster a sense of teamwork.

Based on the students' feedback after each class, we made timely adjustments to the course. For example, we incorporated more relatable and interesting examples when we discovered that students struggled with specialized terms (like "restriction enzymes"). We also reduced long educational videos that might cause attention loss and increased hands-on activities, documenting their feedback and insightful questions.

Our aim was not to teach professional synthetic biology knowledge but to help them start their journey into the subject with the question, "Why should middle school students learn synthetic biology?" Through understanding genetic engineering technologies, discussing the ethical questions these technologies raise, and encouraging them to design their own organisms, students realized that genetic engineering is just a tool. The essence of synthetic biology is creativity, and they, as middle school students, possess limitless creative potential. This series of courses allowed them to observe life more closely, develop new perspectives, and gain practical experience — which is the true purpose of introducing them to synthetic biology.

Storybook Creation and Family Learning ​

Each day after class, we arranged two activities: storybook creation and family learning. Storybook creation allowed students to consolidate what they had learned by designing stories, and it also helped spread scientific knowledge in an easy-to-understand way. Family learning encouraged students to explain the day’s lessons to their parents, raising scientific awareness among families and strengthening parent-child relationships.

We were pleasantly surprised to see that the students' pure imagination could connect the knowledge they had learned into coherent and interesting stories. In family learning, after understanding the communication challenges between adolescents and their parents, we worked with students to discuss solutions, choosing to explain science from a life-related angle.

The following two documents are picture books. Students create the first one and the other is revised and summarized by our education group members.

Post-Program Impact and Student Involvement ​

We not only taught scientific knowledge but also introduced them to ways of thinking, such as the Feynman Technique and the First Principles of Thinking. We shared with them what university life is like, giving them a glimpse of a wider world. Additionally, we taught them the values of life, encouraging them to focus on themselves, take the stage, and courageously pursue the lives they aspire to. On the final day, they confidently showcased the knowledge and projects they had learned and created in front of more than 200 people, demonstrating that they had taken our advice seriously and made progress.

Moreover, after the program ended, some students actively participated in an online marine conservation project, which was remarkable for inland students who had rarely been exposed to such information. This affirmed the effectiveness of our teaching.

Throughout this educational activity, we cared about every student, engaging in one-on-one communication and building emotional connections. The students gradually opened up and shared their thoughts with us, valuing the experience. For us, interacting with the students was also a process of self-reflection.

Key Reflections and Learnings ​

Based on this event, we summarized the following key points:

1. Course content should be closely related to the students' lives, allowing them to apply knowledge and create outcomes. Additionally, a lively discussion environment promotes diverse understanding.
2. Through students' feedback, we realized that education is a two-way process. The imaginative questions they raised offered us new perspectives on topics we thought we already understood, motivating us to learn more.

After further discussions with Prof.ZHOU when we were back at school, we realized that:

1. We need to improve the pacing of the lessons, keeping the energy up by alternating between simple and difficult content.
2. Future education projects should include pre- and post-course surveys to ensure that the course content is scientifically accurate and effectively delivered to the target group while identifying areas for improvement.
3. It's important to follow up with students to ensure the lessons have a long-term impact. To achieve this, we planned to send them some related materials, including the storybook we made.

Collaborating with BIRI for Educational Outreach ​

On September 22, we collaborated with our school's Brain and Intelligence Research Institute (BIRI) to host a lab tour event aimed at allowing elementary and secondary school students from the surrounding area to explore the lab, learn about the latest scientific technologies like synthetic biology, and spark their interest in future research participation.

After discussions with teachers, we innovatively integrated synthetic biology into the event, hoping that through a short introductory lecture, students could gain a basic understanding of synthetic biology concepts and further explore the experimental details within the lab. This event combined theory with practice, allowing students to learn about and see synthetic biology in action. It was also our first attempt at involving education volunteers in deep, hands-on participation in an education activity.

Volunteer Involvement and Training ​

We assigned the volunteers different roles based on their preferences and strengths, including science lectures, lab instrument demonstrations, and darkroom immersive experiences. Before the event, we worked with lab teachers to provide the volunteers with training on the lab equipment. Through professional instruction, the students mastered the usage and principles of the equipment. Additionally, our education team held several online and offline meetings with the volunteers, brainstorming innovative ideas for the darkroom immersive experience, the content and format of the science lecture, and sharing presentation tips with the volunteers before the event.

Science Lecture ​

The science lecture was carried out smoothly, with the volunteers confidently stepping onto the stage and delivering their prepared content. Education team members stood by to provide timely support and answers to any additional questions raised.

During the science lecture, students let their imaginations run wild, designing all sorts of fantastical creatures—some envisioned gills growing behind their ears, while others dreamed of sprouting wings. Their creativity broke through boundaries we hadn’t considered due to scientific limitations, sparking new ideas during our discussions. However, we also observed that younger students struggled to fully grasp the microscopic world in just one class. Their understanding of synthetic biology needs further development, offering valuable insights for future course design.

Lab Tour ​

During the lab tour, the students were highly enthusiastic, asking numerous questions at each station, which the volunteers did their best to answer.

Post-Event Reflection and Mutual Feedback ​

At the end of the activity, the education team leader and the volunteer group held a meeting to reflect on the event. They reviewed different aspects of the activity, with each person briefly describing areas for improvement. For example, some volunteers were nervous when standing in front of an audience for the first time, and during the lab tour, volunteers found it challenging to handle tricky questions from the students due to insufficient preparation. Through self-reflection, the volunteers identified several areas for improvement, gaining valuable experience for future school-based science outreach activities.

That evening, volunteers eagerly shared their reflections and takeaways in the group chat, learning from each other through self-assessment and mutual feedback.

On September 25, our team, along with dedicated volunteers, conducted an educational activity at SUSTech No.2 Primary School in Shenzhen, a coastal city in China. The course focused on coral conservation and synthetic biology and aimed at inspiring young students to engage in environmental protection and scientific inquiry.

Preparation: Toolkit Designing, Volunteer Training, and Course Modification ​

Before the event, we meticulously crafted lesson plans and prepared toolkits, which were sent to the school in advance. Unlike the education in Guizhou, this short-term course may not significantly impact the children's growth or knowledge accumulation, but through the toolkit design, we aim to provide them with long-term support. Each kit contained pre-lesson questions, storybooks, and learning tips to aid students in understanding and participating actively in the classes. These resources were designed to reinforce their learning and encourage deeper engagement.

Moreover, for the volunteers, we conducted thorough lesson preparation and familiarized them with the course through trial lectures. We pointed out potential issues that could arise during the class and equipped them with techniques and teaching methods to make the classroom more engaging.

Before the class, we learned that the most participating students were members of the school's science club and they also had a deeper understanding of coral.

Student Engagement and Personal Reflections ​

Therefore, we promptly adjusted the course content, providing a more detailed explanation of the mechanism of coral bleaching and allocating more time to explore the innovative field of synthetic biology, discussing how it can be used to protect and restore coral reefs. The students were highly engaged, eagerly participating in discussions and activities. Their creative ideas and thoughtful responses reflected their genuine interest and understanding of the topic.

A standout moment was when students shared their experiences and thoughts on marine conservation inspired by the course. Some had participated in beach clean-up activities, while others discussed documentaries they had watched or articles they had read about coral reefs, which shows that this course reminded them of their own experience and inspired them to take action on marine protection.

Positive Feedback and Continued Collaboration ​

The feedback from the students and teachers after class was very positive. They appreciated the comprehensive and interactive nature of the lesson, and many expressed a desire to learn more about synthetic biology and environmental science. Encouraged by their enthusiasm, we plan to develop more advanced modules and activities for future sessions; for example, we invite them to our school's laboratory and try conducting experiments.

In conclusion, the event fostered a deeper appreciation for coral conservation and synthetic biology among the students successfully, which means that timely adjustments to the classroom content are necessary. We plan to continue collaborating with different schools, offering themed courses, whether online or offline, to inspire young minds to explore and protect the natural world.

On August 30, 2024, our team visited Shimen Middle School to give a presentation. Our activity primarily targeted high school students who have a strong interest in science, have studied scientific knowledge more in-depth, and are participating in the International Olympiad for different scientific areas like mathematics, biology, and so on. They have a solid foundation in science and can grasp complex concepts more quickly. Our goal was to introduce these students to synthetic biology and its applications in the iGEM project, hoping to spark their interest, promote multidisciplinary innovation, and encourage them to think about innovative solutions in scientific research.

Specialized Presentation and Interactive Q&A Session ​

The presentation we prepared was highly specialized in biology, covering the project background, design ideas, experimental methods, data collection, and research outcomes. During the presentation, we not only introduced theoretical knowledge but also showcased the applications of synthetic biology through an in-depth introduction to our project.

To enhance interaction, we organized a Q&A session, encouraging students to share their thoughts and questions. At the same time, we discussed some of the gene circuit design challenges we faced, and the thoughts from students provided us with many insights. For example, some of them suggested designing a microbial suicide mechanism using quorum sensing, which could release and detect specific chemicals, triggering cell death when concentrations are too high or too low. This suggestion offered new inspiration for improving our project. However, we were unable to explore its feasibility or apply it to the experiment due to time constraints.

The students provided positive feedback on our course, particularly expressing a strong interest in synthetic biology applications. Based on their feedback, we realized that briefly explaining the basic concepts of synthetic biology followed by a deeper dive into the iGEM project was an effective way to deepen high-level students' understanding and provoke thoughtful discussions.

Visit Back to Our School ​

To our delight, after our presentation at Shimen High School, some students expressed great interest in our project and took the initiative to visit our university to learn more about the principles and experimental details. Our team leader showcased the experimental setup, introduced specific experimental results, and, along with our PI, engaged in discussions with these outstanding students.

In summary, we introduced synthetic biology to these competition students, broadening their future professional choices and increasing the possibility for more individuals to engage in the field of synthetic biology. Additionally, their feedback was constructive for our project, providing new insights for our future research directions.

On September 24, our team visited The High School Affiliated to the Southern University of Science and Technology in Shenzhen to conduct an educational session on synthetic biology. Our goal was to introduce students who are involved in information science competitions and who are at the essential stage of making future career decisions about synthetic biology and its applications in iGEM projects. Through this activity, we aimed to broaden their horizons, spark their interest in synthetic biology, and encourage them to think about how the First Principle, which is the main idea behind synthetic biology, can be applied in their studies and daily lives.

Session Structure: Three Key Components ​

The session consisted of three parts:

1. Introduction to iGEM and Synthetic Biology: We began by explaining the basic concepts of synthetic biology and demonstrated real-life cases to make abstract ideas more tangible.
2. Competition Experience and Insights: We shared our experiences in iGEM, discussing how it helped improve teamwork, problem-solving, and scientific thinking.
3. University Life and the First Principle: We connected our university experiences with synthetic biology, highlighting how the First Principle approach can help solve real-world problems.

The students showed great enthusiasm for this new field, though the limited time made the course content dense with fewer opportunities for interaction. After the class, we discussed feedback with the teachers, learning that the students are eager for more activities like this. In the future, we plan to strengthen cooperation and expand the curriculum to provide more in-depth sessions based on their interests.

Reflections on this Educational Experience: ​

• Two-way Communication: We adapted the content based on the students' interests and needs, emphasizing their key concerns during the session. Post-event discussions with teachers helped us evaluate the session's effectiveness and refine the course design. However, the choice of classroom space might have impacted interaction quality.
• Expanding Topic: We explored the idea of first principles in synthetic biology and how this approach can aid students in solving problems in their studies and daily lives.

Minxin is near our school, and we cooperate closely in different fields. So, when we decided to conduct educational activities, we undoubtedly contacted teachers at Minxin school.

We first presented our project in detail, including the wet lab design, human practices, modeling, and so on, to the school leadership. After our introduction to the iGEM competition, they suggested they would be very eager to see the high school students from Minxin School participate in the iGEM competition if they can. We strongly supported their idea and designed a mini iGEM course, hoping that through this course, the students of Minxin School could have a general understanding of synthetic biology concepts, the content and process of the competition, project flow and so on, so that they can participate in the iGEM competition more smoothly next year.

We first designed that in the first session, we would introduce the basic knowledge of synthetic biology and show them the concept of iGEM, the cycle of the iGEM project, and so on; in the second session, they would try to design their own project.

However, it must be difficult for students at such an early age to design the whole process on their own. Then, after a long discussion, we came up with an idea that we could "narrow down" their thoughts by designing potential questions and solutions in advance. Therefore, we integrated some real-world problems into several pictures generated by AI and encouraged students to discover the problems in the pictures and try to solve the problems with synthetic biology. Meanwhile, our volunteers stood by to answer questions that students might have during the discussion. We were convinced it would pave the way for the students there in project designing.

Courses Procedure ​

On September 24 and 26, we visited Minxin School for our cooperated mini iGEM courses.

Two volunteers with biology competition experience conducted the first part of the course, Basic Knowledge of Synthetic Biology. Then, our team members introduced the procedure of the iGEM project and ended the course with a Q&A session. Students raised their hands actively, and many valuable questions were presented, which enhanced our confidence and determination.

Feedback and Course Redesign ​

After the first lesson, we talked with the vice principal of Minxin MA and the head of the biology teacher Dr. Lam. We were excited to learn that they had received feedback from the students that they would like to include some more in-depth knowledge of synthetic biology in the second lesson, which showed that our course inspired their interest in synthetic biology.

Therefore, we redesigned the second course by adding our detailed project presentation in the first half of the second lesson, and then we switched to project designing. To our surprise, equipped with further knowledge and the experience of our project we previously showed, the students were soon immersed in the passionate discussion and showed amazing and practical biological ideas based on problems we raised and hints we provided in the discussion paper, and they confidently presented and asked for feedback in the following brief presentation.

Project Design and Student Engagement ​

The projects they designed include water plants that can clean the sewage, crops that can resist locusts, and even low-cost drugs to treat cancer. After designing the project, they were eager to try it out and kept asking us for advice on the strengths and weaknesses of their design and ways to improve it. Although these ideas were in their infancy, we believed we had planted a seed of synthetic biology in their mind, which would one day take root and bear fruit.

The wonderful class ended up with a group photo. Dr. Lam sincerely hopes for further cooperation between our iGEM team and Minxin School. We also can't wait to see their new team participating in iGEM in the future!

Learning and Adapting ​

We applied a lot of previous experience to this event. When we were brainstorming, we found it hard to reach an agreement among various ideas, so we considered limiting their ideas to a certain picture. Also, when Dr. Lam provided us with students' feedback, we adjusted our course design immediately. These shortcomings we concluded before now equipped us with more considerate solutions, which determined the success of the Mini iGEM course.

Their enthusiasm for iGEM and Synbio also impressed us a lot. Empowering students to get into synthetic biology or even iGEM competition is our ultimate goal—one that we have been pursuing in the past, are working on now, and will continue to do in the future. It would also be a pleasure for us if Minxin eventually formed a team to participate in such an exciting competition!

As always, we designed and adjusted the course content properly based on the students' needs and feedback for this event. During the course, we fostered an engaging discussion atmosphere, collected their thoughts on various topics, and gained insights that provided direction for future synthetic biology research.

On May 31, we held a successful “Better Blue Screening” at HKUST (GZ) with the charity organization Better Blue. This was a special event to raise public awareness of coral reef ecology. Better Blue was founded on June 1, 2017, by Chinese divers who are passionate about marine public welfare, inspiring more people to learn to interact with the ocean in a scientific and friendly way.

Documentary Screening: CHASING CORAL ​

We started the event with a screening of the documentary Chasing Coral, the central message of which was to call attention to the threats to coral in the context of global warming. Before the screening, we found that many of the participants' knowledge of corals was still limited to their colorful appearance, and little was known about the huge impact that rising ocean temperatures would have on corals.

After the screening activity, we conducted a fun and easy Q&A session, in which we invited the participants to answer some questions introduced in the previous screening. This gave them a more comprehensive and in-depth understanding of the current situation of coral survival and conservation efforts.

Color Comparison Activity for Coral Health ​

Next, we introduced the Coral Watch coral coloring card experience, a global program The University of Queensland initiated in 2002. Volunteers worldwide can monitor coral bleaching by comparing coral colors to a six-level gauge, where darker colors indicate a higher presence of symbiotic algae, whose death due to rising temperatures causes bleaching.

Through hands-on testing, participants learned to assess coral health based on color changes, visualizing the impact of global warming on coral reefs. This activity empowered them to advocate and actively participate in coral conservation efforts.

Raising Awareness for Coral Conservation ​

We designed the Coral Conservation Initiative Letters, which encouraged everyone to make positive and substantial changes in their daily lives, such as reducing the use of single-use plastic products, choosing environmentally friendly sunscreen products, and supporting sustainable seafood. We spread relevant knowledge about coral conservation in this easy-to-communicate way to make more people realize the importance of coral and join in protecting it.

Overall, this screening activity raised public awareness about the crisis of coral bleaching and the actions we can take through the documentary screening and interactive games while also promoting our team’s efforts to address global issues using synthetic biology.

Coral Protection Initiative Proposal ​

This is an incomplete record of all the wonderful people we encountered during this summer, which we fondly call iGEM. Through this small card, we shared our knowledge about coral conservation with many individuals daily.

As we reflect on this card, we are reminded of the radiant smiles of those who signed it, the heartfelt promises we made together to make the world a better place, and the beautiful moments shared with fellow iGEMers.

We aspire to touch the hearts of even more people through our actions, like one tree inspiring another to grow. Let our personal efforts ripple outwards, influencing more individuals so that they, in turn, can inspire those around them.

Engaging Students in a Vibrant Learning Environment ​

As the Playshop for Language and Cultural Exchange(PLACE) summer camp held by our school unfolded, we found our campus filled with hundreds of young, eager faces, ready to explore the world of knowledge. We were keenly aware that this could be a great opportunity to kick off an educational program, so we pursued the chance with the school to conduct a lecture at the PLACE summer camp on August 12.

Our mission was clear: introduce these students to the power of synthetic biology while highlighting the pressing issue of coral protection. Yet, we knew that simply presenting information wasn’t enough. This wasn’t just about teaching; it was about engaging in a dialogue that allowed students to question, reflect, and contribute their ideas. The interaction needed to flow both ways.

Morning Session: Student Forum ​

As scheduled, our morning session began with a student forum, where we presented our team’s journey, emphasizing the importance of Human Practices in iGEM. We shared stories from our interactions with marine biologists, the public, and school communities, bringing to life how our project extends beyond the lab to impact real-world issues. Once the floor opened for questions, a wave of curiosity transformed the forum into a dynamic exchange. Students asked about everything from gene editing techniques to synthetic biology ethics, sparking a lively conversation that boosted our confidence in the evening’s activities.

Evening Session: Science Lecture ​

Building on the forum's energy, the evening session was our chance to dive deeper into the scientific concepts. Here, we knew that we needed more than slides and facts—we needed to innovate. Drawing from the feedback from past activities, we realized that though students might find synthetic biology fascinating, understanding its complexities in one sitting could be overwhelming. So, we split our approach. First, we introduced the core elements—hosts, sensors, and effectors—through storytelling. Then, we took it a step further by dimming the lights, allowing the students to experience the “mystery” of biology as we demonstrated fluorescence in our coral project.

Engaging Performance: Fluorescent Dance ​

Then we surprised the students with a fluorescent dance performance. The choreography symbolized how fluorescent proteins work within biological systems, offering a visual and emotional experience that brought synthetic biology to life.

Plasmid Game: Experiencing Synthetic Biology ​

We followed this with an interactive game that encouraged students to actively engage with synthetic biology concepts by becoming the very components of a biological circuit. Students took on the roles of host, sensor, and effector, each representing a crucial part of the genetic system we had discussed earlier in the lecture.

In the first round, students dressed in different colors to signify their assigned roles. As the music played, they mingled, and when it stopped, they were asked to group themselves according to the host-sensor-effector relationships quickly. This dynamic activity helped reinforce the basic structure and function of these components in a hands-on, memorable way, allowing participants to internalize the relationships and quantity balances needed to form a functional circuit.

In the second round, the game became more complex. In addition to wearing color-coded outfits, students were given cards with specific instructions or traits related to synthetic biology elements. As the music played, they once again formed groups, but this time they were tasked with collaboratively creating a biological story that incorporated the information on their cards. This step required them to combine creativity with the biological knowledge they had just learned, resulting in fun and imaginative stories that reflected a deeper understanding of the synthetic biology principles at play.

Through this game, we shifted from passive teaching to an immersive, student-led experience. Instead of merely absorbing information, they became creators and even told some refreshing stories. Their ability to take the concepts we introduced and apply them in surprising and innovative ways showcased their engagement and growing mastery of synthetic biology.

Fundraising Success: Selling Team Uniforms and Keychains ​

After the lecture, we explained the origin, design concept, and materials of our team uniforms to foreign friends, raising awareness about two major ocean crises and our project. Many purchased multiple uniforms and signed the coral protection pledge. Through one evening of selling, we not only extended our educational outreach to a broader audience but also raised significant funds for future team operations.

In the days following the camp, several students visited our lab, eager to learn more and potentially pursue synthetic biology in the future. Their enthusiasm reminded us of the importance of making science accessible and engaging, particularly through hands-on experiences. We also reflected on our own growth as educators, realizing that our success came from innovating our teaching methods—moving away from traditional lectures and towards a more participatory and performance-based approach.

Global Engagement: Radiate Empowerment ​

Our audience for this event was mainly international friends from all over the world, with whom we engaged in discussions and exchanges in the field of synthetic biology. Through a step-by-step design, we gradually penetrated synthetic biology and our coral bleaching protection project into the hearts of our international friends, empowering them without realizing it. Seeing them solemnly sign their names on the coral protection initiative letter, and the seriousness with which they exchanged ideas about the project with us, we believe that they will return to their own countries with this unique idea they have learned, empower their own growth and spread the word to a wider group of people.

On August 31, our team participated in the biosafety public science exhibition hosted by SUSTech-Med and co-organized by HKUST(GZ), SZPU-China, and SZU at the historic site of Shenzhen Nantou Ancient City. From the outset, we understood that simply delivering facts wouldn’t be enough to create lasting awareness. Instead, we needed to foster a meaningful connection between scientific knowledge and real-world environmental issues. Our booth, focused on recognizing and preventing invasive species, became a platform to engage and educate the public in a way that would resonate beyond the exhibition.

Mutual Learning: Invasive Species Identification and Thought-Provoking Discussions ​

To achieve this, we designed two key activities that encouraged active participation rather than passive learning. One of our booth’s key activities, “How Much Do You Know About Invasive Species?”, encouraged participants to identify various species by showing them images on one side and providing additional information on the back. Depending on their level of familiarity, we supplemented their knowledge with details about the species’ ecological impacts.

To deepen their understanding of synthetic biology, we introduced thought-provoking questions such as: “Would genetically modified local species, if reintroduced into their natural habitats, be considered invasive?” This question not only sparked discussions about biosafety and ethical regulations but also highlighted the practical applications of synthetic biology in controlling invasive species and the potential biosafety concerns associated with these innovations.

Throughout the event, most participants were parent-child pairs. We were pleasantly surprised by how many attendees could recognize common invasive species, often citing examples from their everyday lives or news reports. These also filled gaps in our understanding

However, many were unfamiliar with invasive species they frequently encounter, such as crayfish and bullfrogs, often consumed as food. This allowed us to address these knowledge gaps and discuss how synthetic biology could be leveraged to control the spread of such species. We tailored our explanations based on their feedback, offering more in-depth details on the aspects they found most engaging.

The Ball-Throwing Game: Demonstrating Ecological Balance ​

The second activity, a ball-throwing game, was designed to visually and physically demonstrate the risks of introducing species into unsuitable environments. Participants, acting as ecologists, aimed balls representing species at color-coded targets that symbolized different ecosystems. If they missed the target, it illustrated the unintended consequences of introducing species into the wrong environment, emphasizing the unpredictability and potential hazards of such actions.

This interactive game proved to be a hit, drawing in many participants. Its popularity helped us attract a larger audience to our booth and facilitated conversations around biosafety and invasive species in a fun and approachable manner. The game's simplicity made it an effective tool for communicating complex environmental issues while also reinforcing the educational content engagingly.

Adapt to Challenges and Future Improvement ​

Despite the overall success of the event, we faced several challenges: Our pre-event promotion was insufficient, which may have limited the number of attendees. On-site management was challenging due to higher-than-expected attendance, prompting us to scale back our initial plans. We concentrated on two core activities: the quiz and the ball-throwing game, to ensure a high-quality experience for participants, which we continued to use in our next event in Ningbo.

Looking back, this flexibility and adaptability were crucial to the success of the exhibition. We carefully documented their feedback, which we gathered through interactive puzzle sessions and discussions, allowing for genuine two-way communication rather than top-down instruction.

From September 14 to 17, our team partnered with an animal protection organization and participated in a public education event in Ningbo’s Yinzhou District at Impression City. The event focused on ecological protection, coral conservation, and synthetic biology.

Empowering Through Collaboration ​

Among the notable attendees were Mu Mu, founder of the Island Youth Initiative, the head of the education department at Nanjing Hongshan Zoo, and the secretary-general of the Vanke Foundation. These esteemed guests, with their extensive experience in animal protection and coral conservation, were not only highly interested in our synthetic biology approach but also had economic and organizational resources to potentially support and promote these innovative solutions on a larger scale.

This event demonstrated that we can better achieve the goal of empowering by collaborating with non-profit organizations and leveraging their influence and resources.

Engaging Diverse Audiences Through Interactive Games ​

The event was strategically located in a busy commercial center, attracting participants from various age groups, professions, and educational backgrounds. This diversity gives us a unique opportunity to engage the public on multiple levels.

Recognizing that complex scientific concepts like synthetic biology can be challenging to convey, we developed innovative ways to simplify and communicate these ideas through interactive activities.

We designed a variety of games that embedded key concepts of synthetic biology into the narrative of coral conservation. These games, combined with the distribution of professional knowledge booklets and fun cartoon storybooks, made the scientific content more approachable. The materials covered project design, coral ecosystems, marine biology, and the basics of synthetic biology, ensuring that even those with no prior exposure could grasp the concepts.

Interactive Q&A: Bridging the Gap Between Science and the Community ​

One of the event’s highlights was an interactive Q&A session, which facilitated a two-way exchange between the public and our team. This dialogue not only enhanced the audience’s understanding but also gave us valuable insights into community concerns and knowledge gaps. We learned more about the public’s perspectives on coral conservation and environmental protection, which will help guide our future outreach efforts.

Key Insights and Takeaways ​

The feedback we received from this event was both encouraging and insightful:

\1. Broad Participation: The event’s location in a busy commercial area ensured high participation, attracting a diverse audience from different age groups and backgrounds, including families, individuals, and professionals.

\2. Varied Levels of Knowledge: We observed that younger children and elderly participants were less familiar with the topics, while university students and middle-aged individuals demonstrated a more advanced understanding. This insight will help us tailor our educational content to better suit the needs of different audience segments.

\3. Family Involvement: Many participants attended as families, with parents showing great enthusiasm for involving their children in educational activities. This approach proved effective in engaging younger audiences and fostering a lasting interest in science and environmental issues.

\4. Suggestions for Improvement: Some participants suggested separating general public education from more specialized scientific content. This feedback will help us develop targeted educational strategies for different audiences, improving the effectiveness of our future events.

Reflection and Future Directions: Achieve a Dual-track Approach ​

Looking back on this event, we realized that collaborating with non-profit organizations and adopting a dual-track approach is necessary: on one hand, it expands the impact of public education, while on the other hand, it allows for in-depth dialogues with experts in relevant fields, creating broader opportunities for collaboration and future projects.

We are particularly excited about the potential collaboration with the experts we connected with, as their support could help amplify the impact of synthetic biology solutions in coral conservation and other areas.

Background & Preparation ​

HKUST(GZ) is a new university without a biology major(UG) but only computer-related majors. Therefore, we, the Coral Cola team, especially hope that through the promotion of the iGEM competition, more people can learn about synthetic biology and look for the possibility of cross-disciplinary cooperation between computer science and biology. At the same time, after about half a year's personal experience of fully engaging in iGEM, we, education team members, also hope to promote the project-guided teamwork learning method to a wider group of people and empower them, so that new university students can gain not only broadened horizons but also improved teaching skills and finally be able to influence more people.

So, we combined these two inspirations and conducted step-by-step publicity and cultivation in our school, which is exactly the most vivid practice of empowerment and engagement.

From attracting students to join the team, to introducing synthetic biology to them, to their preparation for class and promoting synthetic biology with us, this is the real practice of Feynman's Learning by Teaching, and we will summarize these steps and our experiences for the future iGEM education team to learn and refer to.

Our recruitment begins with a series of recruiting resentations.

Before the new students entered university:

We held an online sharing session on university life. We included the iGEM competition as one of the major events we shared, introduced the concept of synthetic biology to the students in a simple way, and also visually illustrated to the new students that the iGEM competition is a great exercise and achievement for individuals. In this relaxed atmosphere, we mentioned the iGEM competition to the new students for the first time and built up their initial impression and interest. After the meeting, many students took the initiative to contact us for further inquiries about their study life and the iGEM competition.

On the new student registration day:

We carried out the distribution of brochures to increase the publicity, so that more people know about the iGEM competition and our program, and also to let those who know about the iGEM competition know more about it. We posted large-scale online posters and set up a Q&A booth with team members available to answer questions about the program. This time, the publicity professionalism and relevance have improved. We also placed an advertisement for the iGEM competition and our project next to the registration place, where a large number of new students passed. Lots of students were deeply attracted and decided to join as iGEM volunteers.

At the beginning of the semester:

After laying the foundation for the masses, we cooperated with the teacher of the Innovation from Social and Business Perspective course to conduct a course, sharing with students our activities and ideas from the perspective of innovation in education so that the students could have a more thorough understanding of the inner operation of the program, especially the education aspect.

None of the three trainings were in the form of hardcore lectures, but they were progressive and comprehensive, and they introduced new students to synthetic biology and the iGEM competition in a multi-dimensional way.

However, there are some aspects that can be improved. We did not strictly regulate the audience for each activity, resulting in inconsistent attendance across the three events. So the outcome of the three designed activities didn't reach the best.

Overall, this progressive three-step, easy, diversified publicity approach was worthwhile, and it did find a group of students who were interested in biology and had a basic understanding of the subject.

After successfully recruiting the volunteer team:

For the members of this volunteer group, we creatively developed their self-learning and presentation skills through interview opportunities. In the recruiting group chat, we sent out the courseware of the previous Guizhou teaching and PLACE summer camp lectures and made the iGEM official website education excellent case study query method instruction manual as the study material for them to understand synthetic biology before the interview.

During the interview process, we focused on three questions:

1. What do you think synthetic biology is exactly? What is the difference between it and genetic engineering?
2. What is your favorite way of education? What innovative ways will you use to educate different age groups?
3. What do you think are the differences between best education winners and education nominees? What are the secrets of getting the title of best education?

After thorough preparation, everyone has many of their own ideas about these questions. We also corrected some of their unappropriate cognition and gained a lot of inspiration through the communication of the interview. The vast majority of the students believed that the sense of participation is a key factor in the effectiveness and goodness of the classroom, which coincided with many of our considerations. Some students thought that children could be allowed to enhance their understanding of knowledge through video games, some thought that elementary school, middle school, and high school should be progressive, and some recalled their moods and feelings when they were young to provide references for lesson preparation. Some students listed their favorite extension materials, thought-provoking lecture styles, and so forth. We were amazed at their creativity and their ability to learn and understand, and we decided to give them some platforms.

We promptly organized students into separate preparation groups for upcoming educational programs. Based on their unique characteristics, we assigned them different tasks, synthesizing everyone's insights and ideas to plan, and execute activities such as laboratory visits for primary and secondary schools in Shenzhen. In the process of conducting education activities together, they not only gained a deeper understanding of the competition and the knowledge of synthetic biology but also built a good foundation to participate in the iGEM competition next year.

Activities ​

• Education at SUSTech No.2 Primary School, Shenzhen

9 volunteers participated in the activity. They prepared PowerPoint and did in-class teaching on their own.

• Mini iGEM courses at Minxin School

6 volunteers took part in the mini iGEM courses. They made a part of PowerPoint and the synbio lecture in the first session and instructed the group discussion of the mini iGEM project in the second session.

• Lab Open Days held by Brain and Intelligence Research Institute

All of the volunteers attended the Lab Open Days. They received laboratory training from the Brain Institute in advance, demonstrated the operation of experimental instruments to the visitors, and prepared a lecture to introduce corals and their awful condition to the students.

Feedback & Reflection ​

The large number of educational activities within such a short time frame has been a huge challenge for us, not to mention for the volunteers who started their university journey less than a month ago. They joined our volunteer team willingly, and none of them backed down when faced with this heavy workload. Original education team members are very grateful for the contributions the volunteers have made and respect the talents and growth they showed through these activities.

The volunteers have been deeply involved in our activities, participating in every aspect and step of the education events, from lesson preparation to in-class teaching. Some of them have even participated in biology competitions before and provided us with valuable insights when we were preparing professional content on synthetic biology. Each time we prepared for an event, we held group discussions where everyone shared their thoughts and jointly worked out a suitable plan. To our surprise, their ideas were highly constructive, just like discussing with our iGEM teammates!

What is also worth mentioning is the growth of our volunteers. In a short period, they went from zero to one: creating a fully-fledged and satisfactory activity plan, which was already a significant breakthrough. They also learned to adapt and react to various uncertainties that arose during the activities. And this might just be the charm of human practices — it's fascinating to adjust to different situations and respond accordingly. Some of our volunteers had little or even no prior experience in class preparation and teaching, and naturally, they felt nervous when they needed to stand up and teach. Yet, they overcame their anxieties and completed their tasks wonderfully. After each activity, we encouraged the volunteers to write down their thoughts and reflections, which we collected and responded to. Some wrote about the nervousness of preparation, while others shared the joy they experienced during the activities. Some praised the event's highlights, while others suggested areas for improvement next time. Most importantly, these reflections showcased the growth they gained from experience, and we are thrilled that this volunteer experience can be applied to their future learning and life. Through this practice, we also better understand their genuine thoughts, and their reflections help us further reflect on ourselves.

Even now, we feel fortunate that we decisively recruited volunteers and are genuinely proud of the excellent results that have emerged from this decision. Without the volunteers, we wouldn't have been able to complete the targeted amount of education work, and without us, the volunteers would have no outlet for their enthusiasm to serve in a short time. It was a win-win collaboration. The education here is also two-way: we empower volunteers to take on educational roles, which fosters their growth, while their teaching process also makes us reflect and improve.

Are the educational efforts we usually undertake sufficient to equip those we teach with the ability to educate others? If they haven't reached that level, can we say our education has been effective? If not, do these activities truly have meaning? Should we, from the very beginning, avoid placing the students in opposition to us, treating them from a superior position rather than as equals? Should we only educate "students" in the way we would educate "teachers" to genuinely help them understand and master the knowledge and contents we are conveying?

These are questions we might never have considered in ordinary education activities but we now figured out the answers with the help of the volunteer team.

However, some areas could really be improved, such as

1. We can't just rely on volunteers' self-study of synthetic biology; the education team needs to make them understand synthetic biology from theory and application through several specific lecture training sessions. Otherwise, they will have some knowledge bias in their narrations.
2. Before the activity is carried out, several rehearsals of the whole process are needed, and some professors and teachers can be invited as the audience to simulate the situation of many people. This not only fully prepares the volunteers for the activity content but also exercises their guts and pressure-resistant ability so that they can play relatively calmly in the formal activity.
3. Volunteers have different abilities, so we also need to add some human intervention while respecting individual wishes so that the final effect is the best.

Future education teams can also build on these experiences to carry out educational activities with volunteers better.

Refer to our methodology ​

Our methodology is something we consider before each educational event, and we suggest that iGEM teams refer to our approach:

1. Internal Education First: Conduct internal training before reaching out externally. This helps verify the scientific accuracy and accessibility of educational content.
2. Comprehensive Course Design: Combine educational theories for thorough course design, as seen in our methodology based on Montessori education principles.
3. Utilize Existing Resources: Make full use of available school resources and advanced technology.
4. Engage with Experienced Individuals: Regularly communicate with experienced individuals in related fields to reflect on past activities and apply insights to future events.

Mutual learning ​

As emphasized by iGEM, the educational process is a two-way interaction. Based on our experiences, we have the following insights:

1. Tailored Course Design: Before contacting other schools or communities, design various courses for different audiences. This increases the likelihood of obtaining permission to host events. Based on our past activities, discuss preferred teaching methods with outreach partners.
2. Assess Knowledge Levels: Prior to classes, understand the audience's grasp of relevant content, such as consulting teachers about curriculum progress or community members about their occupations. This flexibility demonstrates the importance of thorough preparation.
3. Two-Way Communication: During education, observe the audience’s expressions and reactions to gauge their understanding. Adjust your teaching style accordingly, using simpler language or engaging in deeper discussions.
4. Post-Class Feedback: Collect feedback not only through surveys but also through engaging methods, like having participants share their thoughts on puzzles or one-on-one conversations with children in Guizhou to understand their genuine feelings about the course.

While presenting, it's crucial to listen and maintain a humble attitude to achieve two-way communication and mutual growth.

Engaging Broader Audiences in Synthetic Biology ​

Our goal is to involve diverse groups in synthetic biology. Here are our reflections on this aspect:

1. Target Audience Selection: We chose high school competition students because they have a greater potential to enter related research fields in the future, thus providing them with clearer guidance.
2. Long-Term Projects: Long-term projects yield better results than short-term ones. They foster deeper relationships and allow educators to discuss synthetic biology topics in more detail.
3. Real-Life Application: Address specific issues relevant to participants’ lives. Educational activities may be hard to conduct if participants don’t see the relevance of synthetic biology. Connecting topics to daily life increases engagement.
4. Volunteer Involvement: We provided opportunities for students interested in iGEM and education to participate in training and educational activities, which helped them improve their skills and deepen their understanding of synthetic biology.
5. Leverage Nonprofit Brands: Utilize the brand and influence of nonprofit organizations to establish ongoing collaborations and promote various themes, expanding the broader topic of synthetic biology to engage not only the general public but also scientists and entrepreneurs in related fields.
6. Iterate Based on Feedback: After teaching in Guizhou, we created picture books based on the stories children wrote, which included concepts they found memorable and accessible. Feedback from distributing these books helps us refine content and gain experience for future creations.
7. Promotion and Community Engagement: Conduct advance promotions through platforms like Xiaohongshu and TikTok, and ensure the event location is accessible.

We welcome other iGEM teams to build upon the courses we've held for further development and expansion.