A Global Problem with a Culturally Relevant Solution
Eastern and Western medicine are oftentimes considered separate approaches to combating medical issues, as reflected in our general public survey. However, through this project, the Thailand-RIS team aims to construct a treatment method for Alzheimer’s Disease that raises the value of Eastern medicine–namely, Thai traditional medicine–to a more global level. By integrating both Eastern and Western techniques, in combination with a medicinal plant native to Thailand, our team strives toward a more holistic solution to a prominent neurodegenerative disease.
Building an Ecosystem
According to the Office of National Higher Education Science Research and Innovation Policy Council’s 2021 “Thailand Synthetic Biology Ecosystem Assessment and Recommendations”, synthetic biology is still considered an emerging field in Thailand, with many components underdeveloped. The expertise and extensive equipment required are still limited to a small number of institutions, such as labs in large Bangkok universities; experimental cycles take a long time to complete and often rely on other countries’ technologies. Thus, the field remains “fragmented” and less developed compared to areas of the world where synthetic biology is more established.
Similar to last year, Thailand-RIS 2024 is the only high school iGEM team representing Thailand, and one of the few teams in South East Asia as a whole. Limited access to resources and funds across the region act as a barrier toward participation in synthetic biology. In Thailand, students in public schools primarily focus on preparing for tertiary education via established university entrance pathways, leaving little time to explore more creative and resource-intensive fields like synthetic biology. Synthetic biology is not a mainstream curricular focus in either the public or private systems and is thus difficult to prioritize and sustain in school programming.
Thailand isn't a frontrunner in STEM compared with its East Asian counterparts. As international private school students, we are extremely aware of our privilege, and in collaboration with Chulalongkorn University’s Department of Biochemistry, we knew we were getting the best of the best, in terms of resources that Thailand had to offer; however, it is our firm belief that this culture needs to shift and the science be more accessible to a wider range of demographics and regional institutions. Several of our IHP activities aimed to address this issue.
One activity that we put effort into is the preparation of a starter kit for other international students to support the further development of their iGEM teams. This initiative will foster ongoing collaboration and mentorship opportunities, thereby promoting interest in and knowledge of synthetic biology beyond our immediate school community. Our team hosted a synthetic biology Zoom meet-up to mentor fellow students about what iGEM is, how it works, what the different components are, and how one might get started. Additionally, thanks to social media, we can continue to grow our community next cycle and can hopefully follow through on our initial intentions for an in person fundraiser or symposium to draw greater interest, potentially attract resources (funding) and raise the profile of iGEM and synthetic biology regionally. Collectively, these efforts can expanding access to scientific knowledge and foster a more inclusive scientific community.
Our Stakeholders - What we learned
Since our project focused on a potential medication for neurodegenerative diseases, we reached out to individuals who knew a patient of Alzheimer’s or Parkinson’s. Being mindful of Thai culture–in which respect for others, especially our elders, is highly emphasized–we were particularly mindful to approach these conversations with sensitivity and respect. We ensured that we sent out questions to interviewees in advance, allowing them to prepare and address any concerns prior to the interview. Through our interviews, we learned not only about the impact that these diseases have on the livelihoods of patients but also the toll that they take on their friends and families. Additionally, in Thai society, neurodegenerative diseases are sometimes viewed as a “taboo” topic; as a result, this cultural context shaped how we framed our discussions, ensuring we approached the topic with the appropriate level of awareness of what each interviewee’s personal context with the disease was prior to engaging in the interview (not a cold call). The financial and emotional burden placed on those affected underscores the need for more effective treatment–and ultimately, a cure. This understanding reinforced the heart of our project: to produce puerarin more efficiently and sustainably, offering a potential treatment that could bridge the gap between traditional Eastern medicine and modern Western medicine. By being mindful of cultural sensitivities and addressing both emotional and financial strains, we aimed to create a solution that resonates with the needs of the Thai community.
Additionally, we held interviews with those knowledgeable about our plant source and intended solution to gain a fuller understanding of both the background and implications of our work. The knowledge of the plant source that was shared by Mr. Komson gave us pause to think about some of the concerns that may arise as a pharmaceutical is developed and what further safety and engagement with the public would be needed to promote its value.
Through these interviews, our team was able to gather feedback that reflected different concerns and expectations about synthetic biology. This helped us ensure that our project could be inclusive and relevant across diverse sectors of Thai communities.
Sparking an interest - our work with elementary students.
“As a progressing research community, with the growth of young generations, they need to understand the field’s benefits.” - Dr. Supaart Sirikantaramas
We consulted Dr. Supaart, an associate professor at Chulalongkorn University, regarding the state of synthetic biology in Thailand. He emphasized that the research community is evolving and that the younger generation is beginning to recognize the field's benefits. During our discussion, Dr. Supaart pointed out that students in private educational institutions may tend to show interest in synthetic biology due to more accessible mentorship, funding and the desire for an outwardly-looking resume which is attractive to international institutions. This underscores the need to inspire a broader range of students within Thailand at both public and private schools to engage in synthetic biology locally.
A major focus of our Human Practices this year was the elementary school curriculum program, which aimed to increase the inclusivity of different age groups in synthetic biology, specifically the younger generation. Our educational materials were designed to provide clear, step-by-step instructions that could guide various audiences through key concepts in synthetic biology, enabling engagement, reflection, and continuous improvement throughout the cycle. Additionally, the instructions were crafted so they could be reused across diverse classrooms, rather than be limited to those of grades 3 and 4, ensuring that the materials had long-term value.
Our feedback cycle was driven by regular meetings with our ES advisor, Ms. Mina Park (Grade 3 Teacher and ES Science Head of Department), who had experience working with the Thailand-RIS 2023 team. Through her guidance , we learned how to tailor our program to align with the difficulty level and interests of her students, making it an extension of their science unit rather than adding on to her units of study. This allowed us to design a curriculum that was educational and engaging for the students. During the sessions, each IHP team member was assigned to go through each step with the focused group instead of working as a larger class. This encouraged collaboration and open discussion, especially as there were some English Language Development (ELD) students in each session who needed to be provided with extra assistance to fully grasp the vocabulary of the concepts. Students felt comfortable actively asking questions related to both the activity and broader scientific concepts. Through this program, we were able to create a supportive environment where students were able to fully engage with the material within the limited time, making the experience an inclusive one where each student could participate meaningfully with their peers.
The curriculum we created aligned with the Next Generation Science Standards (NGSS), which is a U.S. curriculum that outlines science content and skills for primary and secondary schools. Hence, the activities and materials developed can be applied to other schools that follow the NGSS curriculum, facilitating a straightforward implementation.
To further support inclusivity, we translated the curriculum into Thai, allowing similar sessions to be held in Thai schools that may operate under different curricula. This adaptability not only helped bridge language barriers but also ensured that our educational efforts could reach a broader audience outside of our school community. Thus, we were able to increase access to synthetic biology at the Upper Elementary level for students with different language proficiencies in both international and Thai schools.
With everything mentioned above, it is clear that Thailand-RIS strives to make synthetic biology accessible and inclusive to all. We took small but authentic steps to be a frontrunner, advocate and example for an inclusive synthetic biology community.