In underdeveloped and conflict zones, especially where medical assistance is either delayed or insufficient, first aid packs are extremely important. Initially, we chose to focus on using synthetic biology for emergency medical care in conflict areas. To obtain more reliable information, we consulted a number of experts in the medical field. From industry executives to military physicians in Tibet, China, we gained firsthand knowledge of the current shortcomings and future directions for first aid supplies.

The importance of well-equipped kits in harsh conditions was underscored by our conversations with frontline medical professionals, including Dr. Li, a specialist in mountain rescue, and Dr. Xie from the polar zone rescue program. Additionally, we were concerned when Dr. Jian, a top executive in the wound dressing sector, highlighted the urgent need for cutting-edge materials, such as antimicrobial wound dressings, to reduce the risk of infection in high-stress environments. Dr. Chong Li from Juyuan Biotech Company also emphasized the need for novel suturing materials to promote faster healing.

Beyond combat zones, there is a pressing need to expand access to first aid supplies and medical knowledge in isolated areas. After this topic was raised in our seminar, we decided to reach out to more social groups to gather further information. Interviews with pediatricians, hospital staff, and even cosmetic surgeons revealed a common theme: inadequate medical resources and knowledge in remote areas can significantly decrease survival rates.

You never know when a wound will occur. It could happen in war, during a natural disaster, or in your daily life. While some wounds may heal on their own, an infected wound is a different matter. Most people are familiar with the concept of infection, but not everyone knows how to prevent it, how to provide effective first aid, or even when to seek treatment. In simple terms, raising public awareness and knowledge is essential.

Therefore, our team aims to achieve the following objectives through education. First, we want to teach individuals who have little or no access to information about the dangers of infection, how to prevent it, and how to administer basic first aid. Second, we aim to introduce the concept of synthetic biology to our audience and explain why its advantages led us to choose it as a solution for infection prevention. Third, we intend to present our solution—combining defensins with various products in first aid kits to create antimicrobial first aid kits—to a wider audience and seek critical feedback for future product improvements.

By educating people, we hope to raise awareness of the potential dangers of infection and, perhaps one day, empower individuals to use the knowledge we share to help others who are wounded.

In order to quickly enhance public awareness of synthetic biology and first aid knowledge, we actively utilized widely used social platforms, including Xiaohongshu, Douyin, and Bilibili, primarily focusing on Xiaohongshu. These platforms allowed us to directly reach the younger demographic. We published four articles, two of which introduced the basics and applications of synthetic biology, while the other two focused on promoting first aid skills, such as the correct use of first aid kits and handling emergency situations in daily life.

We used video introductions and Vlog formats to showcase the daily routines of our team’s experiments, as well as how to handle injuries. These videos not only provided viewers with a more intuitive understanding of experimental details but also offered practical tips for first aid in everyday situations. Some readers stated that this was their first time encountering synthetic biology through these platforms, and they became interested in it. Simultaneously, through this platform, we were also able to connect with other iGEM teams, exchanging results with each other, forming positive feedback, and collaborating to achieve better outcomes. This is another important role played by social media.

This type of primarily online interactive communication not only expanded our audience but also laid a solid foundation for our next step of offline activities.

During our research, we found that remote areas lack medical resources and have poor sanitary conditions, especially in a primary school in Guangxi, where this issue was particularly prominent. Local water pollution exacerbated the health risks for students, and first aid resources were extremely limited. Therefore, we contacted the local principal and a public welfare teaching team, and planned a public welfare lecture focused on medical and public health.

In our educational activities, we often compare biology to "building blocks," explaining to students that gene editing is like changing different blocks to build various structures. This analogy not only makes complex scientific concepts more vivid but also aligns well with the core principles of synthetic biology—achieving new functions and outcomes through the combination and reconfiguration of biological elements. This simple and intuitive analogy helps students more easily understand the applications of synthetic biology in the real world and stimulates their interest.

Through lively explanations and practical demonstrations, we showed students how to prevent infections, properly use first aid kits, and deal with common health issues. In the classroom, we also integrated synthetic biology knowledge, using simple language to explain how biology can solve real-world problems by altering “building blocks”—gene elements. To enhance interactivity, we designed hands-on experiments and crafting activities, allowing students to experience the basic principles of synthetic biology firsthand, simulating how science and technology can address challenges in life.

This activity not only helped students acquire basic medical knowledge but also broadened their understanding of science. More importantly, through the course, students realized how environmental and sanitary conditions impact health, raising their awareness of improving their surroundings, and they eagerly shared the knowledge with their families. This is not only an extension of classroom learning but also a reflection of our educational goal—turning children into knowledge disseminators.

In the future, we plan to collaborate with local health departments and iGEM teams working on water quality research to further explore how to improve local water sources and sanitary conditions. We believe that the combination of scientific education and public health knowledge can not only enhance children’s health awareness but also bring tangible improvements to the quality of life in the local community.

As we continue to expand our projects, we plan to cooperate with schools in Tibet. During a Human Practices interview, we had an in-depth conversation with a doctor from Tibet. This discussion revealed that Tibet's medical facilities are very underdeveloped, and many residents lack basic medical knowledge and first aid awareness. The region’s unique high-altitude environment further complicates issues like wound infections and first aid treatments.

This exchange inspired us to design an educational project specifically for Tibet. We realized that if local residents, especially students, could master basic first aid and medical knowledge, it would greatly reduce health risks caused by inadequate medical resources. To make this project more localized and effective, we specially created a Tibetan-language first aid knowledge brochure. This is not just a language adaptation but also a response to the local culture and needs.

Currently, we contacted the Red Cross general office in Tibet and discussed about educational collaboration. Our goal is to promote this educational content in schools across Tibet through lectures, practical demonstrations, and brochure distribution, helping local students and residents grasp essential first aid skills. We hope that through this project, we can bring genuine assistance to the medically under-resourced areas of Tibet.

This plan is not just a single project but an extension of our educational philosophy. We firmly believe that the spread of scientific education and health knowledge should not be confined to specific regions or groups but should cover as many remote and disadvantaged areas as possible. By collaborating with local institutions and designing curriculum based on practical needs, we hope to provide sustained support to Tibet in the future.

At the same time, our team is actively exploring more collaborative opportunities, not just in Tibet but also with plans to expand similar projects to other regions lacking medical resources. We believe that by combining education with real needs, we can not only raise local medical awareness but also bring long-term benefits to society.

In Shenzhen, we conducted a series of lectures and classes aimed at promoting synthetic biology and first aid knowledge. We believe that as a rapidly developing city, Shenzhen's younger population needs a deeper understanding of science and health. First, we held a first aid knowledge-sharing session for elementary school students at Qiaoxiang Experimental School in Shenzhen. By demonstrating the steps for using a first aid kit and handling common wounds, the children learned basic first aid knowledge in a relaxed and enjoyable atmosphere. This not only increased their medical awareness but also deepened their sense of responsibility for their own health.

Next, at BASIS International School in Shenzhen, we conducted an interactive lecture on synthetic biology for middle school students. Considering that these students already have some biological foundation, we designed more in-depth content, introducing the core concepts and future applications of synthetic biology. The course not only explained the principles of gene editing but also used real experimental examples to show how synthetic biology can be applied in medicine and environmental protection. The students showed great interest in these topics, with many expressing their desire to delve deeper into the field and participate in iGEM or related competitions.

In the biology club at BASIS High School in Huizhou, we not only taught the basics of synthetic biology but also explained the working principles of antimicrobial peptides. We introduced antimicrobial peptides as an emerging antimicrobial material, showing how they can play a role in society and demonstrating their potential as an alternative material. Compared to traditional antibiotics, antimicrobial peptides have unique advantages in antimicrobial mechanisms, making them more effective in combating antibiotic-resistant bacteria. These insights not only broadened the students' academic horizons but also made them aware of how scientific research applies to real-world problems.

Faced with these students who already have a foundation in biology, we specifically designed this series of in-depth courses to ensure they not only understood the fundamental concepts of synthetic biology but also grasped how innovative materials like antimicrobial peptides could address the problem of antibiotic resistance. In class, students showed great enthusiasm and curiosity, with a keen interest in the principles and applications of antimicrobial peptides. Through detailed explanations and case studies, we helped them understand the broad potential of antimicrobial peptides in fields such as medicine and agriculture, encouraging them to think about how to apply cutting-edge science to future research.

Encouragingly, many students expressed a desire to further engage in the study of synthetic biology after the course. Some even made clear plans to participate in the iGEM competition next year, hoping to personally experience and explore the world of synthetic biology. This lecture not only sparked their interest in science but also laid a solid foundation for their future participation in competitions and academic exploration.

Through our collaboration with BASIS High School in Huizhou, we not only witnessed the students’ strong interest in synthetic biology but also realized that these educational projects provided substantial academic inspiration for them. We believe that targeted education for students can effectively help them build a solid foundation in science and inspire them for future scientific research and innovation.

Moreover, our footprints extended to Shenzhen Foreign Languages School, Shenzhen Middle School High School Division (Yantian), and Shenzhen College of International Education (SCIE). In each school, we felt the students' love for science and their aspirations for the future. Their thirst for knowledge and spirit of innovation showed us the bright future of China's technological development.

To ensure our project can be implemented on a larger scale, we also held in-depth discussions with the Shenzhen Municipal Health Commission. The commission’s officials showed great interest in our project, particularly in the promotion of first aid knowledge. However, they also pointed out that as a newly emerging discipline, synthetic biology might face multiple challenges in practical applications, such as policy approval, regulatory compliance, and public acceptance.

Despite this, the commission encouraged us to continue exploring this field, especially in medical and public health areas, as they believe Shenzhen urgently needs similar innovative projects. We also realized that to promote the large-scale application of synthetic biology, it requires not only technological breakthroughs but also broad social recognition and policy support. Therefore, in the next phase, we will conduct further research to ensure the project's legal and regulatory compliance and seek more support from government agencies.

The brief introduction of our project written in Chinese that we used to present ourselves to our interviewees:

In conjunction with the progress of our Human Practices work, we also held an important meeting with the Shenzhen Rescue Team. During this meeting, the Shenzhen Rescue Team expressed strong approval for our plan to hold lectures in Shenzhen. They pointed out that in coastal areas, the infection rate of marine-related viruses remains high, especially with certain pathogens such as Vibrio species. However, the general public's understanding of these pathogens is relatively low, and they lack the necessary knowledge for prevention and response.

The Shenzhen Rescue Team suggested that if we could hold educational lectures on marine virus infections, such as those caused by Vibrio species, to help the public understand the transmission routes and preventive measures, it would be a meaningful initiative. They believe that this can not only raise public awareness of marine-related diseases but also strengthen health prevention efforts, helping coastal residents better protect themselves.

Additionally, the rescue team expressed a strong interest in collaborating with us further. They stated they are very willing to co-host such public welfare activities with us, combining our efforts to promote public awareness of healthcare and health prevention. This meeting laid the groundwork for our future large-scale educational outreach in Shenzhen and made us realize the importance of partnering with local rescue organizations. Such collaborations will make our project more practically valuable and bring broader social impacts.

Through such cooperation, we can not only enhance public understanding of marine-related diseases at the educational level but also improve the practical ability to address medical issues. This is also an important step for our team to further expand into health education beyond synthetic biology. We look forward to working with the Shenzhen Rescue Team to contribute to health prevention efforts in Shenzhen and other coastal areas.

To allow more people, especially young people, to engage with synthetic biology in a fun and accessible way, our team designed an innovative set of game cards. These cards not only incorporated each team member’s personality traits but also integrated basic concepts and experimental techniques from synthetic biology. Through this gamified approach, we aim to make complex scientific knowledge easier to understand and accept.

After completing the card design, we invited other iGEM teams and some students to try out the game. Participants provided highly positive feedback, stating that this was an innovative learning method that allowed them to deepen their understanding of science while having fun. We believe that this form of edutainment can effectively stimulate more people’s interest in synthetic biology and encourage them to actively learn about the subject.

In the future, we plan to further refine these cards and promote them in more educational settings, helping more people engage with and understand synthetic biology through games.