Education

~Overview~

Empowering Through Science: Bridging Communities for a Better Future

“Nothing in science has any value to society if it is not communicated” - Anne Roe.
“Science isn't finished until it's communicated” - Mark Walport.

One of our biggest missions this year was to bridge the gap between science and society, ensuring that we brought people closer to the magic of science. Our goal was simple yet profound: to inspire, educate, and engage with as many people as possible, no matter their background. Our tools? Creativity, interactivity, and a passion to inspire and encourage everyone! We organized every action around three key pillars:

• Thaelia—our solution and raising awareness about the critical issue of Olive Verticillium Wilt.
• Synthetic Biology—the powerful science behind Thaelia.
• The iGEM Competition—a platform that empowers us to change the world, and we hope to inspire others to join in!

An Inclusive Environment for All

One of our core objectives was to ensure that science was accessible to everyone—because inclusivity isn’t just a goal; it’s the heartbeat of a brighter, more connected world. We made it our mission to reach as many social groups as possible, making sure that science touched lives across the spectrum. Science belongs to everyone, and everyone should have the chance to explore and learn from it.

Inclusive Social Groups:

For our Education initiatives in iGEM Thessaly 2024, we chose to focus on a diverse range of individuals because knowledge and innovation should know no boundaries.

School students represent the next generation of researchers and creators. We aim to inspire them early on, showing them that science is a world filled with wonders and solutions to humanity's greatest challenges. Through engaging with biology and synthetic Biology, they can develop critical thinking and a vision for the future.

People with disabilities bring invaluable experiences and perspectives that deserve to be heard. We want to provide equal access to education and research to everyone and to foster a future where science is accessible to all.

Agronomists and farmers are fundamental pillars of the agricultural economy. Their involvement bridges science with practical applications, providing sustainable solutions to the challenges they face daily, such as crop protection and improving productivity.

Families represent the heart of our society. By educating and raising awareness among them, we promote an understanding of everyday challenges and encourage responsible consumption and support for sustainable practices.

Engineering and pharmacy students bring the interdisciplinary expertise needed to drive innovations that meet both research and societal needs. Through collaboration, we can develop technologies that bridge the gap between theory and practice, offering solutions that will improve everyone’s lives.

These groups reflect different facets of society, and each one offers us a unique way to approach and create a future full of hope and innovation.

Designing Our Events with Purpose

Before we organized any event, we focused on understanding the unique needs of our audience, tailoring each activity and educational material to suit them. The goal was simple: to make a real impact by ensuring that each group walked away with something valuable. For this, we considered the audience’s knowledge, background, and interests, refining our approach for each event to be more inspiring, educational, and motivating!
Our event creation process can be illustrated as follows:

1) Our Idea: What will the event focus on, and who will it be for?

2) Preparation: Research the knowledge background of our audience and identify the best methods of engagement. This included literature reviews, surveys, and expert consultations when necessary.

3) Adaptation: Using the gathered information to adapt our materials and methods to meet the specific needs of the audience.

4) Observing the Impact: Collecting feedback through questionnaires, post-it notes, and drawings to gauge effectiveness.

5) Reflection and Implementation: Reviewing what worked and what could be improved for future events, and implementing these insights.

The impact of our initiatives was something we always considered crucial to measure, and one of the most effective ways we achieved this was through carefully designed questionnaires. We found that surveys provided a simple, fast, and accessible method for understanding the impressions and takeaways of our audience. Most of the time, participants could easily fill them out on paper or online, either through our social media channels or via other digital platforms. Additionally, in many cases, we approached our audience in person both before an event and after, offering them the option to complete the surveys electronically or on paper, keeping in mind to process the "prior to event" results before fully organising the actual event so as to adapt our initiatives to their needs. This approach allowed us to gather valuable insights and continuously improve our efforts.

Every action, every detail was designed with one purpose: to inspire, encourage, and promote science for all. By reflecting deeply on each event and adapting our strategies, we ensured that the magic of science truly reached everyone.

~Uniting Communities~

Uniting Science, Art, and Innovation: A Journey of Creation and Impact

"Science and art tend to coalesce in aesthetics, plasticity, and form. The greatest scientists are artists as well." – Albert Einstein.

Introduction

On September 15th, our team embarked on a remarkable journey, bringing this year’s iGEM Thessaly project to an unforgettable final. We envisioned an event that would capture the essence of everything we had worked on—the knowledge, creativity, and passion that drove our project. What better way to achieve this than by hosting a dynamic conference, filled with interactive workshops and an artistic competition that would allow participants to experience our work firsthand?
Our goal was to celebrate Thaelia, highlighting both the artistic and scientific dimensions of our project and ensuring that the legacy of Thaelia, along with its core messages, would reflect well beyond the event itself.

Phase 1: Preparation

To shape our initiative, we created questionnaires to assess our audience's knowledge and identify knowledge gaps, making the content as impactful as possible.

These findings helped shape the themes we focused on: the dynamic field of synthetic biology, biosafety systems, RNAi technology, and the ethics of GMOs. With this approach, we aimed not only to inform but to inspire participants to think more deeply about these topics and the real-world challenges and opportunities they present.

Phase 2: Adaptation
To address these knowledge gaps, we tailored our themes to the audience's needs, diving deep into RNAi technology, the consequences of excessive fungicide use, and the critical role of biosafety in synthetic systems. We also covered the fundamental principles of synthetic biology and bioethics surrounding GMOs—topics often overlooked but essential to understanding the future of science. Along with keynote presentations, we created dynamic workshops based on synthetic biology, synthetic systems, and the Bioethics of GMOs.

But that wasn’t all! To further connect people to Thaelia, we launched an artistic competition, educating and encouraging participants to freely express their interpretation of our project. By blending art with science, we hoped to help them understand Thaelia from a fresh, creative perspective. We aimed to exhibit their work at our conference, allowing everyone to see Thaelia through a different lens.

Phase 3: The event
We drew an enthusiastic crowd of students and science lovers, eager to explore the artistic exhibition that displayed each participant’s creative interpretation of Thaelia. The vibrant gallery was the highlight of the day, with every piece carefully curated and proudly exhibited. Attendees voted for their favorite work, and the winner received a special prize, while all participants walked away with custom-made iGEM Thessaly t-shirts to commemorate the day.

Inclusivity was at the core of our event. Sign language interpreters were readily available to ensure real-time translation, and the entire event was uploaded to YouTube . We believe science and innovation should be shared with everyone, and our event embodied that ethos.

Within the framework of our conference, we hosted two highly interactive and one-of-a-kind workshops designed to deepen participants' understanding of Synthetic Biology and Bioethics—the areas where we had noticed significant confusion.

In our first workshop, participants learned the building blocks of Synthetic Biology through hands-on activities, creating their own constructs using paper models that mimicked real-world components like promoters, terminators, and genes. To take it even further, we revealed the actual constructs we developed for our project, breaking down how they work in practice. This approach transformed complex scientific concepts into something tangible and accessible for everyone! But we didn't stop there. Before diving into the construct-building process, we made sure to demystify key terms in Synthetic Biology, such as Chassis, Engineering Biology, Biobricks, and Parts. These essential concepts, often seen as too technical or complicated, became clear and understandable, ensuring that everyone could fully engage with the workshop's content. This wasn’t just learning—it was empowerment!

In our second workshop, we embraced ethical debates with a role-playing debate game. Divided into groups representing farmers, product suppliers, and consumers, participants engaged in lively discussions, exploring the ethical dilemmas surrounding GMOs from multiple perspectives. We wanted to convey – and we succeeded – that synthetic biology and the projects developed under the iGEM competition are not a cure-all. It’s crucial to consider the ethical concerns and potential drawbacks that come with them. It was important for us to emphasize that while these solutions may be more sustainable, it doesn’t mean they are without flaws.

True progress requires more than just innovation; it demands reflection. The promise of synthetic biology must be met with careful consideration of its broader implications. Before deciding if it’s the right solution, we must ask ourselves the hard questions, balancing innovation with responsibility.

Phase 4: Observing the impact
We wanted to measure the impact of our actions. After the event, we distributed follow-up questionnaires to compare the knowledge gained. The results were remarkable!

We overcame countless challenges, but the outcome made every effort worthwhile. The feedback was overwhelmingly positive, with participants leaving heartfelt messages on a board filled with post-it notes. A few highlights include:

Our grand finale was more than just a conference—it was a milestone for our team, an experience that brought us closer together while fostering both personal and collective growth. We achieved our goal of raising awareness for Thaelia, inspiring meaningful conversations, and providing an inclusive space where science met art.

Science, like art, thrives when it’s shared, discussed, and experienced. And with this event, we proved that together, we can create something truly extraordinary.

Special Needs School: Ensuring science is accessible to everyone

“It’s not just about accommodating this group. It’s about making sure they have a place”
Amie Norton, postdoctoral researcher, Kansas State University

That’s not only bad for individuals with disabilities; it’s bad for STEM. “People with disabilities have a unique perspective”

Introduction

As a team we want to promote the uniqueness of all people in the field of science. We found out that people with special needs make up only 3% of the STEM workforce, so it's important to make labs more inclusive to support scientists with disabilities [1]. STEM opportunities should be accessible to all, including those with unique needs, who bring valuable skills and perspectives. Therefore, it is important to encourage these children to explore science. Investing in inclusive STEM creates a more equitable future by recognizing people's potential.

On May 22, 2024, we hosted an event at the special needs school in Larissa. Our mission? To celebrate the uniqueness of every individual and ensure that science is accessible to everyone, free from discrimination—because for us, inclusivity isn’t just a goal, it’s the foundation of a better future!

Phase 1: Preparation
With this initiative, we wanted children to experience the beauty of discovery in a thoughtfully implemented way that leaves a lasting impact on their hearts and minds! Our action revolved around a unique musical theater performance based on our original fairy tale featuring Thaelia, to make the information accessible and understandable, inviting the children to actively participate. We structured the experience into two engaging parts:

1) Fairy Tale Presentation: We crafted a special story about Thaelia, designed to captivate and educate the children while ensuring they had fun. We also wanted to introduce ourselves to the children. Our goal was to provide an enjoyable introduction to science and Thaelia.

2) Interactive Musical Theater: To deepen their understanding, we created a dynamic performance where the children could be assigned different roles, enhancing their connection to the story through music and movement.

We assigned roles to the kids so that we could all bring our story to life. Beyond the roles of the sun and the olive tree, some kids acted as Verticillium dahliae, and others played the olive’s friend, Pseudomonas putida. We had such a great time!

Phase 2: Action
Before diving into planning, we delved into literature and consulted experts to find the most effective ways to engage children with disabilities. We connected with educational neuroscientist Eleni Tatsi, who highlighted the brain's optimal functioning time (45 minutes) and supported our decision to split the activity into two parts, fostering a comfortable environment from the start. Not only did she provide us with relevant literature supporting this information [2],[3], but she also confirmed our idea of introducing ourselves to the children at the beginning to create a welcoming atmosphere and help them feel comfortable. Encouraged by her insights, we eagerly moved forward with implementing these ideas, while continuing searching at the literature!

What we discovered indicated that our initial idea was indeed the perfect approach for our action. Specifically, we confirmed that music programs can enhance memory, attention, and cognitive skills. For people with disabilities, these programs improve mood, emotional regulation, and self-esteem, while also managing stress, anxiety, and depression. Music therapy (MT) notably benefits children with autism spectrum disorder (ASD) by improving their social interactions. Music is powerful and beneficial in special needs education [4].

The action took place with the help of the musician Dimitra Koukoutselou who enriched the story with the musical clip and musical instruments. Throughout, children played musical instruments, such as triangles, drums, and sticks, adding significance and highlight to the teaching scene. Also the theatrologist Eliza Giannakou helped the children in some scenes to be more theatrical and psychologist Athina Motsiou who was there whenever the children needed her.

Phase 3: Observing the impact
Finally, we gave the children an already imprinted drawing to “bring to life” with vibrant colors, following psychologist Athina Motsiou's suggestion. For the drawing, we chose to picture an olive tree infected by Verticillium dahliae, directly connecting it to our project "Thaelia". The children's understanding was further demonstrated by a group of them who drew the bacterium on their own!

Phase 4: Follow - up visit
The activity was completed a few months later by handing them the printed illustrated story we had read to them on the soundtrack. We designed the illustrations with an appropriate color palette for children with autism! And they are even available in Braille for those with visual impairments. Our mission was to create an inclusive community around science and Thaelia!

The best part? The school even featured our initiative on their website! You can take a look at how we shared Thaelia.

The olive tree as depicted by the students of the special school, reflecting their perspective on the Thaelia project.

Here you can see us delivering our printed story to the special needs school. They even told us that our fairytale would be placed in every classroom, and that they will adapt some of their lessons to teach from our book! On the right, you can also see our story printed in Braille!

Here you can see our illustrated story, originally written in Greek and then translated into English. However, we knew we couldn’t stop there. How could a story created with the goal of promoting inclusivity be available in just one or two languages? So, we took it a step further and translated it into Italian, and German as well!

Now, our story is available in four languages: Greek, English, Italian, German. You can explore it here!

The principal of the special needs school perfectly captured the moment with his words:

He illustrated this through a recent experience.

Thoughts
This experience not only enriched the children but also strengthened our team, fostering personal growth

Online game
We developed an interactive online game as a fun extension of the fairy tale, allowing everyone to learn about combating the Verticillium dahliae fungus while enjoying the process. If you want to help save the olive trees, join us!
On our contribution page, you can find our game – a fun and engaging way to connect with Thaelia!

Microorganisms and Safety: Exploring the Microcosm with Responsibility

Introduction

On May 21, 2024, we organized an interactive activity at the 8th Junior High School of Larissa. The purpose of this activity is to inform and raise awareness among 9th-grade students about microorganisms, specifically fungi and bacteria, through hands-on experience with laboratory tools and cultivation techniques, and enhance their understanding of the role microorganisms play in the environment and everyday life.

Phase 1: Preparation
We were excited to introduce our team and highlight our active participation in the iGEM competition. As part of our preparation, we developed questions for middle school students to assess their knowledge of biology, allowing us to engage with them effectively in discussions about synthetic biology. in discussions about synthetic biology. By focusing on the students' understanding, we aim to foster curiosity and deepen their knowledge, ultimately contributing meaningfully to society's needs.

We provided the students with questionnaires related to the presentation, as it's essential to assess their understanding.

Phase 2: Microscopy world
The educational activity was designed to introduce 9th-grade students to the fascinating world of microorganisms, focusing on two primary categories: fungi and bacteria. We began by providing a general overview of microorganisms, explaining their diversity and importance. We also discuss how microorganisms serve as model organisms for designing and testing new biological systems, allowing scientists to manipulate them. Some examples from the field of synthetic biology, which often involves engineering microorganisms to produce valuable substances like pharmaceuticals, biofuels, and biodegradable plastics through genetic modifications.

Next, we delved into the method of cultivating microorganisms, walking the students through the protocols followed in laboratory settings for microbial growth and identification. We discussed the sterilization techniques, the importance of aseptic conditions, and the specific steps taken to ensure that microbial cultures remain uncontaminated. This segment helped the students appreciate the precision and care required in microbiological experiments.

In the second part of the activity, we introduced the students to some of the basic laboratory equipment used in microbiology. We showed them conical flasks, Petri dishes filled with nutrient agar, and inoculating loops—tools essential for cultivating and studying microorganisms. The students were able to see first-hand how these tools are used in a lab environment.

To make the experience more interactive, we presented the students with conical flasks containing the fungi Penicillium purpurogenum, Verticillium dahliae, Rhodotorula glutinis, and Penicillium purpurogenum. We trained and guided them through the streaking method on the agar plates, though they didn’t work with bacteria due to safety concerns. Upon advice from assistant Professor Pateraki, who also supplied the fungi, the students moistened the plates with water instead. The focus was on demonstrating the proper technique, which involves transferring a small sample of the microorganism to the agar surface to observe.

For safety reasons, all plates with microorganisms, as well as the conical flasks, remained sealed to ensure proper biosafety measures were followed. To enrich the learning experience, we also showed them microscope images of several specimens, including close-up views of Penicillium purpurogenum and various yeast species. These images provided a microscopic perspective, helping the students better understand the structure and characteristics of these organisms.

These activities offer participants the chance to develop foundational microbiological skills through hands-on experimentation and direct engagement. Participation in STEM activities often includes peer collaboration and mentoring, which are anticipated to promote deep learning [5], [6]. By connecting theoretical knowledge to real-world applications can spark interest in biology and microbiology.

Phase 3: Conclusion
The activity concluded with the distribution of questionnaires to assess what the students had learned during the session. This allowed us to estimate their understanding of the key concepts covered, including the categories of microorganisms, the cultivation process, and basic lab techniques. The overall response was enthusiastic, with students expressing a boosted interest in microbiology and the unseen world of microorganisms that surrounds us.

Thoughts

The best part? The school even shared our initiative on their website! You can check out how we shared Thaelia

Athens Science Festival: Young Biologists Save the Environment!

"Those who contemplate the beauty of the earth find reserves of strength that will endure as long as life lasts. There is something infinitely healing in the repeated refrains of nature—the assurance that dawn comes after night, and spring after winter.” - Rachel Carson

"In nature, nothing is superfluous, and whatever nature does, it does with a purpose." - Aristotle

"The most important weapon for change is education. If young people realize their responsibility to protect the environment, they will change the world.”- Jane Goodall

Introduction

On April 20, 2024, we had the honor of participating in the Athens Science Festival (ASF), a key event in Athens that celebrates the fusion of Science, Technology, Innovation, and Art. The ASF is well-known for its dynamic and inclusive approach, attracting a diverse range of people and groups. This year’s festival was particularly impressive, drawing in 180,000 scientific collaborators, 6,500 partners, 900 speakers, 350 artists, and 2,200 volunteers, with visitor attendance exceeding 150,000.

Our participation was driven by a dedication to inspire and educate the younger generation about the importance of biology and environmental science. As part of this celebration, we were thrilled to host a workshop titled “Young Biologists Save the Environment!” designed specifically for children aged 6 to 12. Our workshop aimed to spark curiosity and enthusiasm for these fields through interactive activities. We provided them with a meaningful and enjoyable learning experience, fostering their understanding of these crucial subjects and inspiring a sense of responsibility toward environmental conservation.

Phase 1: Preparation
Children are naturally curious and eager to learn about the world around them. At this stage, children are ready to understand basic concepts and see connections between them, making it a great time to introduce them to biology. By introducing them to the basics of biology through engaging and relatable content, they can develop a deeper appreciation for nature and science. During this period, which Jean Piaget refers to as the "concrete operational stage" (ages 7 to 11 or 12), children begin to use logical thinking and classify objects based on their similarities and differences, further supporting their understanding of biological concepts.

In order to assess the children’s baseline knowledge of basic biology, we provided a questionnaire.

In the first phase of our workshop, we conducted an interactive presentation that introduced children to the basics of biology and the importance of plants in our ecosystem. In the beginning, we focused on trees, as an accessible and relatable way to teach biology, since their physiology is easy for children to understand. For example, we explained how the trunk acts like an elevator transporting nutrients and supporting the tree. The branches stretch out like arms, holding leaves that make food from sunlight. The leaves are similar to the kitchen of the tree, where food is "cooked."

Each part plays a crucial role in the tree’s survival and growth. In the end, to ensure understanding, we gave each child an individual fill-in-the-blanks exercise. This exercise was designed to review the functions of each part of the tree, helping them better grasp how each part contributes to the tree.

We named the process of “cooking” photosynthesis and highlighted its importance, as it is essential for plant growth and produces the oxygen we breathe. Without it, life on Earth wouldn’t be possible. This process supports entire ecosystems by providing food for plants, which, in turn, feed animals and humans. It is the foundation of life on our planet.

Phase 2: Microscopy world

As the workshop progressed, we introduced the children to the fascinating world of microorganisms, focusing on some basic categories like bacteria and fungi. To make these tiny organisms more relatable and accessible to the young audience, we showed them models of microorganisms we had created. These models were given a playful, animated design, complete with large eyes, to help the children visualize that these are living organisms, even though they are too small to see with the naked eye. They were designed not only to spark the children's curiosity about the invisible world around them but also to help them better understand Thaelia. We specifically depicted Pseudomonas putida, the resilient bacteria we are using as the backbone of our system this year to fight off the harmful Verticillium dahliae fungus. By also creating a model of the Verticillium dahliae, we allowed the children to visualize both sides of this "battle," transforming a complex biological process into an exciting story of good versus evil—capturing their imaginations as they learned how science can help protect our world in fascinating ways.

We explained that microorganisms can be both beneficial and harmful. To make it more interactive, we asked the children if they knew about any diseases caused by microorganisms, helping them connect the concept to their own experiences. Just as some microorganisms can make us sick, others can cause diseases in plants, including trees. We highlighted this by presenting the example of Verticillium dahliae. The children learned that, much like how doctors treat us when we are sick, scientists work to protect plants from harmful microorganisms. This approach helped the children understand the importance of addressing such threats to ensure the health and sustainability of our environment.

At the end of the workshop, we gave the children the same set of questions that we had provided at the beginning. This allowed us to assess what they had learned and to measure the difference in their understanding from the start of the session. This comparison allowed us to see how much the children had improved in their understanding of the basic concepts of biology and environmental science.

We found that our efforts significantly improved the children's understanding of these topics, effectively filling their knowledge gaps in key biological principles.

Phase 3: Transplanting activity

In addition the children participated in a practical transplanting activity allowing them to directly experience what it’s like to nurture and care for plant life. We wanted them to appreciate the natural world and feel empowered to play an active role in protecting our environment.

Research shows that when children participate in active, practical learning, they are more likely to remember what they’ve learned and develop a positive outlook towards science and their engagement with the subject matter. By connecting biological concepts to their everyday experiences and making the learning process fun, we aim to foster a lifelong interest in biology [7].

For example, a well-known study by Freeman et al. (2014) demonstrated that active learning techniques in STEM education lead to higher student performance and a deeper understanding of the material compared to traditional lecture-based methods.

After completing the transplanting activity, we encouraged the children to use their imagination by asking them to “transform” their plant into a superhero and give a special power that would help protect it - illustrating how we protect olive trees. This creative task not only allowed them to express their ideas visually but also provided an opportunity for them to connect the concepts they learned during the activity with real-world efforts in plant protection, Thaelia, and environmental conservation.

Some of the powers clearly demonstrate their understanding of our system! Many of the children drew swords or shields to fight off the microbes that harm plants, including a shield, strong arms, and even bacteria, indicating that they grasped our project’s proposed solutions and understood that anything is possible including the importance of Thaelia in safeguarding plants! By connecting their drawings to the greater importance of caring for the environment, we aimed to deepen their understanding while capturing their imaginations in a fun and engaging way. It was simply amazing and truly motivational!

The image below depicts the children's creations designed to protect plants, some choose to make the plants change color to avoid being detected by herbivores. Others designed devices and bacteria that would supply water, enabling the plants to survive in drought or wildfire conditions. What impressed us the most, however, was that several children drew bacteria specifically to combat plant pathogens!

On the left and right sides of the photo, we can see their drawings representing our system! Additionally, there are creative drawings of other systems designed to protect plants from various conditions, like the ones mentioned earlier.

In this image, it’s evident that our system was also perceived as a shield for plant protection!

Pineios River Festival: Making science enjoyable and accessible for people of all ages.

Introduction

Our team participated in the Pineios River Festival in Larisa from May 19th to 21st. This important event celebrates the local river and unites the community with information booths from various organizations and associations. The festival features thematic sections on culture, arts, the environment, volunteering, and social solidarity.

As residents of the city, we understand how deeply rooted the fear of microorganisms has become, especially after the challenges of the COVID-19 pandemic. But we believe that this fear is born from a lack of understanding about the unseen world around us. Inspired by the words, "Fear comes from the lack of knowledge" (Debasish Mridha), we decided to take immediate action. That’s WHY we eagerly joined the festival, knowing it draws our entire community and through this we inspired people to move past their fears!

Phase 1: Introduction
We introduced the iGEM competition to the public, emphasizing its mission to foster innovation, collaboration, and education by bringing together diverse disciplines in innovative research.

Phase 2: Communication
To help children and adults understand complex scientific ideas, we created an engaging and interactive presentation. Our approach began with the fairytale that turned these ideas into an easy-to-relate story. Then, we used a question-based game to assess how well the participants understood the story of Thaelia. To visually represent our project we also crafted detailed models of microorganisms including Verticillium dahliae and Pseudomonas putida, as well as a colorful olive tree, to help attendees better connect with our story. This comprehensive approach was designed to make learning both educational and enjoyable.

Phase 3: Real-time researchers
Our focus then shifted to practical observation, providing participants the opportunity to explore the microscopic world! Using the stereoscope, they examined microorganisms collected from our hands, highlighting the incredible variety of microbes that exist in our everyday environment. This activity highlighted the vital importance of good hygiene and made it clear just how common bacteria are in our daily lives, helping participants see the invisible world of microbes.

We also provided the public with an educational overview of the life cycle of Verticillium dahliae. During this segment, we clearly explained how this fungus grows, spreads and impacts crops and why it's important to understand and protect agriculture, ensuring long-term food production. The goal of this presentation was to help the public understand the link between microbes, plant health, and the broader effects on food security and environmental well-being.

Phase 4: Conclusion
The event concluded with a fun and creative session where children were encouraged to express their new knowledge through art. Each child’s artwork reflected their unique understanding and imagination, bringing the scientific ideas to life in a way that was both personal and visually engaging! This session gave the children a chance to celebrate their learning joyfully and artistically.

Bridging the Gap: Farmers, Experts, and the Battle Against Verticillium dahliae

Introduction

A significant social group we aimed to engage this year was the stakeholders directly affected by the Verticillium dahliae fungus and 'Thaelia' - the farmers. Greek farmers are on the forefront of dealing with the very real consequences of this disease. Their land, their incomes, and the future of our local agriculture depend on finding solutions. We knew that their insights and experiences would be absolutely essential in shaping our approach in a holistic, realistic, and truly helpful way. To reach this group, we organized our actions into two phases.

In the first phase, we held a roundtable discussion on May 27, 2024, inviting farmers to engage in a constructive dialogue with a specialized agronomist, Mr. Alexandros Papachatzis.

In the second phase, we organized a seminar on June 6, 2024, where we took a deep dive into the farmers' concerns and addressed their specific questions.We made sure to thoroughly explain and analyze the topics that mattered most to them, showing just how committed we are to supporting their needs and ensuring they feel heard every step of the way.

Phase 1: Preparation
It was essential for us to engage with stakeholders, as they are the ones most directly impacted by the Verticillium dahliae fungus and are in urgent need of a solution to this pressing issue.

The gap between farmers and agronomists has been a long-standing issue, often leading to incorrect disease management practices and further spread. We are taking proactive steps to bridge this gap, creating opportunities for direct engagement and knowledge exchange. By encouraging collaboration, we aim to provide farmers with the resources and support necessary, to protect their crops and livelihoods.

We thought a great way to connect stakeholders with agronomists would be by organizing a roundtable discussion, fostering constructive dialogue between the two sides. We wanted our initiative to focus on their biggest problem; Verticillium dahliae - according to the stakeholders themselves - providing relief and reassurance!

Phase 2: Adaptation
Initially, it was important for us to learn about any possible mistakes that are currently being made in managing this disease that could lead to its further spread. That is why we interviewed Dr. Papachatzis, professor of horticulture (University of Thessaly), to educate ourselves on critical and frequent oversights.

We informed him about the roundtable we wanted to organize and invited him to lead a constructive dialogue, emphasizing common management mistakes and addressing concerns. We decided it would be beneficial to inform them about the life cycle of Verticillium dahliae in order to help them understand how tree infection occurs. We also wanted to educate them about 'Thaelia', answer any questions and hear their honest opinions. Additionally, we planned to document their needs so as to see how we could better tailor our project implementation to them.

Phase 3: The Event
The roundtable brought together farmers from across Thessaly who have firsthand experience with the significant issues of the fungus. Our discussion began by explaining the development and infection process of Verticillium dahliae. Then Mr. Papachatzis emphasized the critical steps to control the fungus, and finally, we presented our formulation. Throughout the session, farmers were encouraged to ask questions, express concerns, or raise issues. This approach quickly led to a mutual dialogue between the agronomist and farmers, and our event continued in this format! Our entire initiative was based on dialogue with stakeholders, while also providing essential information we thought might be useful to them.

Phase 4: Observing the Impact
However, for our team, no action is considered complete unless we ensure it has resonated with the audience. Therefore, at the end of the discussion, we decided to interview some interested farmers to learn about the methods they are currently using and to get their feedback on our formulation's implementation—whether it meets their needs. Through our conversations and seeing the despair on their faces, we realized the substantial problem the Verticillium dahliae fungus has caused them!

Several of them decided to share their personal views on our initiative during our interviews:

Phase 5: Follow-Up
We thought it would be helpful for them to have a written and more accessible guide on the correct ways to limit Verticillium wilt, as it is a matter that directly concerns them. So, we created a guide for managing Verticillium wilt, containing step-by-step instructions and useful information about the fungus itself and its life cycle. We later sent them the guide via email as we wanted to maintain ongoing communication with them.

You can find a detailed version of our guide and more information about it on our contribution page!

By working directly with farmers and bridging the gap, we’re building a foundation for stronger disease management and a healthier future for agriculture. But one of our main goals is to eliminate the uncertainty and insecurity they face, restoring confidence and providing peace of mind once and for all! And yet, this is just the start of our mission—there’s so much more to come!

Bridging Science and Agriculture: A Seminar to Empower Olive Farmers!

Introduction

Following a highly engaging roundtable discussion, we noticed a surge of curiosity from farmers about our formulation and the implementation of our idea. Inspired by this response, we decided to host a one-day-long seminar, titled "Fungal Diseases of the Olive Tree," held on June 6, 2024. This event was open to all and focused on the topics that sparked the most questions among farmers. Our goal was to provide clear answers and foster a deeper understanding of these critical issues.

Phase 1: Preparation
Verticillium wilt is a major problem in the Thessaly region, yet awareness about this disease is limited. Understanding this, and our commitment to staying connected with the people we engage with, we organized a seminar focused on fungal diseases of the olive tree, with a special emphasis on Verticillium wilt. Additionally, we included discussions on other fungal threats, such as Cercospora leaf spot, which had been a lesser concern for the farmers but still relevant to our broader goal of comprehensive education.

Phase 2: Adapting to Our Audience
We wanted our audience to fully grasp the reasoning behind our project, so we structured the speeches to mirror our own journey of discovery that led us to the creation of "Thaelia." The seminar began with sessions on proper cultivation practices and integrated disease management strategies for olive trees. We then introduced various fungal diseases, particularly focusing on the most severe one, Verticillium dahliae. To clarify the science behind our solution, we provided a simplified yet thorough explanation of RNAi technology. Finally, we presented our project, connected the dots and concluded the seminar on a high note!

Phase 3: The Event
Our initiative attracted a diverse audience, including farmers, agronomists, and students, all eager to explore a new field of knowledge! Ensuring accessibility was crucial for us, so we also offered the event online. Afterward, we uploaded the entire seminar to our team’s YouTube channel, allowing anyone to watch it at their convenience, any time of the day. This commitment to accessibility means our work can reach as wide an audience as possible!

Watch the full symposium on our YouTube Channel!

Phase 4: Observing the Impact
To gauge the effectiveness of our event, we prepared questionnaires for our attendees. The results were overwhelmingly positive, with most participants demonstrating a solid understanding of the topics covered!

Thoughts

Our seminar was more than just an event; it was a bridge to connect, educate, and inspire. By maintaining an open channel of communication and providing accessible knowledge, we aim to empower farmers and scientists alike to take the next step in innovative agricultural practices.

Webinar: Green Agriculture- Leading to a Sustainable Future

"Sustainable agriculture requires us to manage the land and the environment in a way that maintains the productivity of the land for future generations.”- Food and Agriculture Organization (FAO)

Introduction

On July 5th, 2024, we hosted a webinar titled "Green Agriculture: Leading to a Sustainable Future," designed to provide a comprehensive overview of the environmental risks associated with current agricultural practices, particularly those involving pesticides.

To make this vital information accessible, we decided to host the event online. Our team aimed to ensure that the webinar was open to a diverse audience of all ages, each presenter explored a key pillar of the seminar, ensuring a holistic approach to understanding sustainable practices. We also allocated some time at the end for audience questions, encouraging interaction and further engagement.

Phases 1: Preparation
This initiative arose from insightful discussions with farmers, experts, and stakeholders, where we uncovered a significant knowledge gap regarding the serious impacts of pesticides and the broader Sustainable Development Goals (SDGs). It became clear that many practitioners were unaware of the consequences of pesticide overuse and often resorted to these chemicals without considering their environmental impact, which, along with widespread ignorance about the effects of fungicides, has led to an alarming rise in pollution from fertilizers.Realizing the urgency of the situation, we decided to organize a webinar to spread awareness, address the critical issues surrounding agricultural practices, and emphasize the need for sustainable solutions. One of the key goals was to balance agricultural practices with environmental management, as we saw the lack of knowledge contributing to harmful practices.

A pressing issue we wanted to highlight was the inappropriate use of fungicides by producers attempting to control Verticillium dahliae. Many simply apply any available chemicals without considering the long-term effects on the environment. It became evident that understanding the risks associated with these substances is essential for safeguarding ecosystems and promoting sustainable agriculture.We also wanted to raise awareness among the public about the importance of eco-friendly, biological alternatives to chemical pesticides, especially in situations where chemicals are unnecessary. Promoting the use of sustainable solutions not only protects the environment but also helps meet global sustainability targets.

Phase 2: Adaptation
Given the importance of accessibility, we designed the webinar to be fully online. This way, we could ensure that anyone could participate, no matter their location. By making the webinar available live and on-demand, we wanted to guarantee that the information was accessible to as many people as possible.Equally important was the structure of the webinar. We wanted to be sure that participants without specialized knowledge could still comprehend the topics discussed. So, we carefully selected the themes and presentations to ensure they were clear and engaging. We decided that the opening presentation would be delivered by Katerina Karagianni, a graduate of the Department of Agriculture, Plant Production, and Agricultural Environment, who is also the leader of our team. - and focus on the environmental risks associated with inadequate training in pesticide use. She would explain how improper application can severely impact ecosystems and public health.Next, we wanted to address the critical issue of fungicide overuse, and decided to invite Professor Rachiotis, Associate Professor of Epidemiology and Occupational Hygiene, to speak. His expertise would help emphasize home the point that responsible, measured use of agricultural chemicals is essential.We also wanted to emphasize the often-overlooked impact of pesticides on soil microbiomes. Professor Karpouzas, Head of the Department of Biochemistry and Biotechnology, informed us he could elaborate on how agricultural chemicals can harm both terrestrial and aquatic environments, as well as the vital microorganisms in the soil.To conclude, we dedicated a special segment to the alignment of agricultural practices with the UN's Sustainable Development Goals (SDGs), particularly SDGs 14 (Life Below Water) and 15 (Life on Land), directly connected with Thaelia. Konstantinos Kolovos, Team Leader of Marketing at AIESEC - the world’s largest youth-run organization - shared his insights on how these goals intersect with green agriculture and sustainable practices, making it clear that our project, Thaelia, directly contributes to these global efforts.

Phase 3: The Event
The webinar attracted a diverse audience, including agronomists, students from agricultural and environmental sciences, and even professionals from related fields. During the event, our team, and particularly Katerina Karagianni, succeeded in raising awareness about the dangers of pesticide overuse, detailing how these chemicals can contaminate soil and water, ultimately threatening both environmental and human health. In addition, professor Karpouzas explanation underscored the dual nature of agricultural chemicals as both a "blessing and a curse."

The structure of the event, with its clear presentations and interactive Q&A sessions, made it easy for attendees to understand the importance of sustainability and how they could contribute to a more eco-friendly future by supporting the 17 SDGs.

To ensure maximum reach, we recorded the entire webinar and uploaded it to YouTube, making it accessible to anyone, anywhere, at any time. Even those who couldn’t attend live now have the opportunity to engage with the content and reach out with any follow-up questions.

Phase 4: Observing the Impact
To measure the impact of the event, we invited participants to complete a questionnaire designed to gauge their understanding of the topics covered. The responses were overwhelmingly positive and the results showed that through the webinar, participants gained insights into several key points.

The webinar also sparked thoughtful questions throughout the event, indicating that participants were not only engaged but also eager to learn more, while many expressed they had gained a deeper understanding of sustainable agricultural practices.

Perhaps, the most rewarding moment came at the end, when attendees praised us for the excellent organization and compelling presentations.

Thoughts

This webinar was a turning point for our team, underscoring the importance of carefully structuring presentations to maximize understanding. It also provided us with valuable insights we hadn’t previously considered, enriching our own knowledge base. The feedback we received from participants has shaped how we plan to approach future projects, ensuring they are even more impactful and accessible. By fostering a deeper connection between agricultural practices and sustainability, we have paved the way for a series of actions aimed at making a real difference in the world of green agriculture.

PESFFA: Introducing Synthetic Biology and Agricultural Pharmacology

Introduction

Our team participated in the National Pharmacy Students Congress (PESFPA) in Thessaloniki, on May 25th and 26th. Our goal was to highlight the applications of Synthetic Biology in pharmacology, and especially in agricultural pharmacology. The congress was attended by pharmacy students and professors.

Phase 1: Preparation
We began by researching the knowledge and interests of pharmacy students, ensuring our presentation would fill any gaps and capture their attention. Examination of existing literature and their curriculum indicated that students had no previous exposure to synthetic biology or agricultural pharmacology, which helped us determine our focus.

Phase 2: Adaptation
Adapting our presentation to students' needs was crucial, so we decided to take a step back in order to start from the beginning; simplifying the complexities of Synthetic Biology, starting with the foundational concept of artemisinin and exploring the interdisciplinary nature of the field. It was also crucial to analyze RNAi technology by illustrating its pharmacological applications with modern examples in our presentation, making science accessible and understandable! Given that we chose such a subject to present, we needed to know students’ backgrounds in molecular biology to determine the depth of RNAi technology analysis in our speech.

By examining their curriculum, we found that although a relevant course existed, it was optional and insufficient for an in-depth RNAi analysis.

We didn't stop there; we engaged directly with pharmacy students who confirmed this, revealing a lack of knowledge in molecular biology and no familiarity with RNAi technology. Specifically, Eliana Papantopoulou - a pharmacy student - stated:

“So, generally, we learn about molecular pharmacology in the 4th year in a course, but as a reference, we don't go in-depth. We also have a non-mandatory molecular biology course, but I didn't take it, so I don't know if RNAi is taught there.”

Therefore, we decided to include further explanations of certain concepts in our presentation and to illustrate the functionality and usage of this technology as simply as possible through images.

We discussed RNAi technology’s use in creating Food and Drug Administration (FDA) - approved medications for various human diseases, such as familial hypercholesterolemia, and highlighted our project “Thaelia” as an example of applying Synthetic Biology and RNAi in agricultural pharmacology, showcasing this field as a future career path.

Phase 3: Observing the impact
At the end of our presentation, we included a questionnaire to help us gauge what attendees learned. Results showed students understood RNAi technology and its applications, comprehending Synthetic Biology at a broader level.

As shown in the charts, the majority of students answered our questions correctly, even though the topic of our presentation was outside their field of study. Specifically, in response to the first question, "A double-stranded RNA molecule can only cause inhibition of the translation of a molecule and not its destruction," 78% of participants correctly answered that a dsRNA molecule can both inhibit translation and destroy an RNA molecule.

In the next three questions related to RNAi technology and the fungus Verticillium dahliae, about 90% of the students answered correctly. This indicates they fully understood the advantages and applications of RNAi technology and the severity of the disease caused by Verticillium dahliae, even though they had no prior knowledge of this specific fungus. Finally, the last question, "The active substance for drug production can be double-stranded RNA (dsRNA)," was answered correctly by everyone (100%) who completed the questionnaire! We can confidently conclude that all participants understood that RNAi technology can be used to produce drugs for the protection of both humans and animals.

These results demonstrate that our efforts achieved the desired outcome!

Some students also shared their thoughts on our presentation, in the questionnaire we created! Here are a few of their remarks:

Unlocking the Future: Synthetic Biology in Action

“In the long run and for wide-reaching issues, more creative solutions tend to come from imaginative interdisciplinary collaboration”. - Robert J. Shiller
“You don’t understand anything until you learn it more than one way”. - Marvin Minsky

Introduction

For the third consecutive year, the National Technical University of Athens (NTUA), a leading Greek university with a focus on engineering and technology, hosted the 'Non-Governmental Organisations Friends Association for Integrated Revolution' (NGO's FAIR) on April 12th, 2024. NTUA is a leading Greek university with a focus on engineering and technology. Our team eagerly participated, aiming to educate NTUA students about synthetic biology, promote the iGEM competition, and highlight how engineering plays a vital role in this interdisciplinary field. We were excited to bring our ideas to life!

Phase 1: Preparation
Before diving into the implementation of our ideas, it was crucial to understand the existing knowledge base of engineering students. We designed and distributed questionnaires to assess their familiarity with synthetic biology. The results revealed that most students lacked a biological background and were unfamiliar with synthetic biology.

Phase 2: Adaptation
Given that most students were unfamiliar with synthetic biology, we knew additional material would be essential. Therefore, we designed informative leaflets detailing the iGEM competition, synthetic biology, and the crucial role engineering plays in the field. Besides, as the Roman senator Caius once said, "Verba volant, scripta manent" - “words fly, but what’s written remains.

We believed that providing written materials would complement our spoken explanations, creating a richer and more effective learning experience for the students. By providing information in both oral and written formats, we aimed to leverage the principles of Dual Coding Theory, engaging both their verbal and visual processing systems. This approach is supported by research [8], [9] suggesting that such multimodal presentation enhances understanding and retention, particularly for foundational knowledge. Additionally, the written materials would serve as a valuable resource for students to revisit and reference, reinforcing their learning and promoting long-term retention.

Informed by these findings, we took an evidence-based approach to our event design, ensuring its effectiveness in meeting the needs of engineering students.

Phase 3: The Event
At NGO's FAIR, we interacted with many students eager to learn about synthetic biology! Our interactions were designed to be as engaging as possible, covering the basics of synthetic biology, the opportunities within the iGEM competition, and the exciting career prospects in the field. We used everyday examples to make this science relatable and emphasized its interdisciplinary nature, showing how it brings together multiple fields. In the end, we provided them with our carefully thought-out leaflets for further reading.

Picture 1: Here's our stand, showcasing the leaflets we designed, along with the laptop where students filled out our questionnaires.

There, we also had the opportunity to connect with other student groups working in various scientific fields, such as physics, chemistry and of course synthetic biology, which led to some fascinating conversations about our projects. It was a fun and entertaining experience that added to the collaborative spirit of the event.

Picture 2: These are some photos of our time with iGEM Athens! We connected at the NGOs FAIR, sharing our passion and love for synthetic biology!

Phase 4: Observing the impact
After each interaction, we invited students to complete a follow-up questionnaire to assess the effectiveness of our outreach. The results were overwhelmingly positive and showed that NTUA students understood the importance of engineering in synthetic biology.

The following chart summarizes and compares our questionnaires’ results for certain questions before and after the event.

Figure 9: Comparison before and after our outreach. Results from questions about synthetic Biology and iGEM competition

Some students even felt comfortable and decided to share with us their personal opinions about our outreach.

This feedback was integrated in the designing and implementing our next events as a team!

Overall,we are glad that many students were inspired by our presence and the fact that we might have left a mark in some of them is what makes us continue our educational aspirations!

~Sharing Thaelia~

How Our Innovation Sparked Interest and Spread Awareness!

This year, our mission was clear: educating the public about Verticillium wilt fungus, a devastating threat to olive trees, all while raising awareness and sharing the groundbreaking solution we’re developing—Thaelia. Through interactive and engaging methods, we made it our priority to connect with the broader community, spreading the word about this crucial project. Instead of focusing on print media, we utilized online platforms to reach a wider audience, ensuring that everyone, from farmers to olive oil producers, had access to essential information about the fungus and our innovative approach to combating it. The articles we shared weren’t just updates; they were educational tools designed to empower and inspire!

Who Supported Us	Our Initiative
Agroekfrasi	NGOs
Agroekfrasi	The art competition
Agroekfrasi	Webinar
Agroekfrasi	Seminar
Agroekfrasi	Conference
University of Thessaly	Athens Science Festival
University of Thessaly	PESFFA and Seminar
University of Thessaly	NGOs FAIR
Department of Biochemistry and Biotechnology	The seminar
Department of Biochemistry and Biotechnology	The conference and the art competition
Wikifarmer	Webinar
8o junior high lf Larissa	In the junior high school
Special needs school of Larissa	In special needs school - το μουσικοκινητικό
Special needs school of Larissa	In special needs school - όταν τους δώσαμε το παραμύθι

Uniting for Science: Collaboration that Ignites Innovation

“Further, science is a collaborative effort” - John Bardeen

At the core of our team’s philosophy is the power of collaboration, and this year, we aimed to make it shine! We believe that science thrives and evolves through teamwork. So, we decided to momentarily put aside the competitive nature of the iGEM competition and focus on working with other teams. Our goal? To showcase the true spirit of science—one of unity and shared purpose—while creating something truly extraordinary together. Through these collaborations, we aimed to strengthen the collective vision of what science can achieve when people come together.

iGEM Ioannina - World Blood Donor Day (June 14, 2024)
We teamed up with iGEM Ioannina to raise awareness about the importance of blood donation. Together, we shared key reasons why people should become voluntary donors, encouraging them to take this life-saving step. Our message was simple but impactful: every donation counts!

iGEM Patras Medicine - World Health Day
Joining forces with iGEM Patras Medicine, we spread uplifting messages for World Health Day, fostering an atmosphere of peace and positivity in the hopes of creating a healthier world. Each team contributed an inspiring quote, and ours was: "Nurture your MENTAL well-being"—because for us, health includes mental health as well!

iGEM Thessaloniki - Multiple Sclerosis Awareness
In partnership with iGEM Thessaloniki, we raised awareness about Multiple Sclerosis (MS), a serious condition that affects many lives. Our goal was to foster a sense of support and empathy for those battling this disease, showing them that life doesn’t stop, and that scientists are working hard to find solutions. We shared a photo from our lab, wearing scrunchies provided by iGEM Thessaloniki as a symbol of solidarity and ongoing research.

iGEM Thessaloniki - Aegean Meet up
We collaborated once more with iGEM Thessaloniki by attending the Aegean Meet up—a place where innovation meets collaboration! This gathering allowed us to share ideas with other iGEM teams and push the boundaries of synthetic biology. We introduced Thaelia, explaining our vision behind it while also raising awareness about the serious threat posed by the Verticillium dahliae fungus. It was a great opportunity to connect with other teams and foster an atmosphere of collaboration and idea-sharing. We had an amazing time!

Through these collaborations, we proved that teamwork and shared goals science, making it not only more innovative but more human. We are truly grateful to the iGEM McMaster team from Canada for the wonderful opportunity to collaborate and showcase our logo alongside such a vibrant collection of logos from other iGEM teams. It's an honor to be part of this creative journey with you, where the spirit of innovation and teamwork shines through every design. Thank you for fostering such a collaborative and inspiring environment!

~Staying Connected~

The Power of Social Media and Communication

For us, maintaining daily communication with our audience through our social media channels is essential. It’s not just about keeping everyone informed about our latest activities, but also about engaging with our community on a deeper level. We aim to raise awareness, inspire action, and remind people that even small efforts can create meaningful change. By sharing important information on global awareness days, we hope to encourage others to take steps, however small, toward a better world. Social media is our bridge—an easy, everyday way to stay connected, educate, and make a difference together!

~Reference~

[1] Vasquez, K. (2024, February 3). Making space in STEM for people with disabilities. Volume 102, Issue 4.

[2] Dikker S, Haegens S, Bevilacqua D, Davidesco I, Wan L, Kaggen L, McClintock J, Chaloner K, Ding M, West T, Poeppel D. Morning brain: real-world neural evidence that high school class times matter. Soc Cogn Affect Neurosci. 2020 Dec 17;15(11):1193-1202. doi: 10.1093/scan/nsaa142. PMID: 33068110; PMCID: PMC7745151.

[3] Τριάρχου, Λ. (2015). Νευροβιολογικές βάσεις στην εκπαίδευση [Προπτυχιακό εγχειρίδιο]. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις.

[4] Seashell. (n.d.). The power of music for people with complex needs.

[5] Evans, M. A., Jones, B. D., & Akalin, S. (2014). Collaborative learning in science: A literature review. Journal of Educational Psychology, 106(2), 375-389.

[6] Klimaitis, C. C., & Zakierski, M. A. (2019). Mentorship in STEM education: Exploring collaborative learning and engagement. STEM Education Journal, 15(3), 123-134.

[7] Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.

[8] Clark, J.M., Paivio, A. Dual coding theory and education. Educ Psychol Rev 3, 149–210 (1991).

[9] Mayer, R. E., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design principles. Journal of educational psychology, 91(2), 358-368.