INCLUSIVITY

Introduction

Throughout our project, we aspired to learn how to effectively promote synthetic biology by tailoring our activities and initiatives to a broad audience. This encouraged us to investigate some of our local communities' challenges and what role synthetic biology could play in creating an accessible education backbone for all. We highlighted the relevance of inclusivity to our project by promoting “STEAM” education models in our event cycle “SynFolk”and implementing them in our outreach initiatives [1]. We also decided to focus on establishing educational tools to promote lifelong learning opportunities for groups from rural areas in Lithuania as well as people from lower socio-economic backgrounds.

Therapeutic farm

According to STRATA (the Government Strategic Analysis Centre), in 2018 it was stated that pupils from lower socio-economic backgrounds are three times less likely to enroll in universities, which indicates that “social dimension” is a significant problem in the Lithuanian higher education system [2]. The concept of “social dimension” defines the accessibility of higher education for different groups in society [3]. To address this issue, our team sought to investigate the potential of implementing synthetic biology into the education of at-risk groups from lower socio-economic backgrounds, thus aiming to make higher education more accessible.

Fig. 1. Presentation of an educational program for the people of the Therapeutic Farm at the “Community Evening” event.

One of the main parts of our inclusivity initiatives this year was the long-term collaboration we had established with “Therapeutic Farm.” This collaboration enhanced our team’s understanding of developing a responsible education program and the importance of tailoring interdisciplinary education to meet individual needs. “Therapeutic Farm” and its impact is well-known around the world, as it is regarded as a practical education initiative intended to reintegrate people into society [4].

The main objective was to create a safe space for young people (teenagers and young adults) from at-risk groups who strive to apply farming practices gained in the therapeutic farm environment and apply them in the hopes of rejoining the labor market or education system.

Initiating contact

Fig.2. Therapeutic goat Ramunė (Daisy).

Our collaboration began with Kristijonas Žičkus, the "Therapeutic Farm" manager and psychologist, who introduced us to his community and vision. He presented the current issue in regards to the education of pupils in rural areas is that there are two main groups:

  • Young people in rural areas show limited interest in life sciences 
  • Young people in rural areas have limited access to the necessary resources to explore life science opportunities

After initial brainstorming, we set our main goal: to provide educational tools to help at-risk youth reintegrate into the education system through synthetic biology. To achieve this, we focused on understanding how to engage young people from low socio-economic backgrounds and communicate science effectively.

The Culmination

After numerous consultations with Kristijonas and visits to the "Therapeutic Farm," we organized a community event for various target groups, immersing them in a day of science. Our program included a presentation on synthetic biology and our project, followed by workshops on fermentation and gut microbiota, oxidation processes, and DNA extraction from fruits. We drew connections between familiar practices and the underlying science, making new concepts easier to grasp. Participants engaged in open dialogue, sharing experiences and asking questions about our bacterial adhesives project.

Incorporating “STEAM” model into our educational activities

Throughout our education cycle, we wanted to explore different formats to encompass the versatile themes of life sciences, highlighting the interdisciplinary nature of this field. Following the “STEAM” education model, we incorporated arts into presenting synthetic biology and its importance to the public. 


This could be observed during our event cycle “SynFolk” during which we explored the themes of virology and how we could use scientific communication to present the key players from government institutions and research experts involved in managing virology outbreaks. We did it by inviting our audience into an escape room simulation, where participants investigated the world of virology through the prism of art-based riddles and practical quizzes. By blending arts with science, we created an inclusive environment that catered to different interests and abilities, promoting the interdisciplinary nature of synthetic biology.

References

  1. Sanz-Camarero, R., Ortiz-Revilla, J., & Greca, I. M. (2023a). The impact of Integrated Steam Education on Arts Education: A systematic review. Education Sciences, 13(11), 1139. https://doi.org/10.3390/educsci13111139
  2. Pusevaitė, I., Jėckaitė, V., & Vitkauskaitė, A. (2020, November 30). Kaip skirtingo SES moksleiviams sukurti lygias galimybes įgyti aukštąjį išsilavinimą. strata.gov.lt. Retrieved October 1, 2024, from https://strata.gov.lt/wp-content/uploads/2024/02/20210321-aukstojo-mokslo-prieinamumas.pdf
  3. Neda Žutautaitė. Socialinė dimensija – misija įmanoma | VU naujienos. (n.d.) https://naujienos.vu.lt/neda-zutautaite-socialine-dimensija-misija-imanoma/
  4. Terapinis ūkis | UGDANČIŲ PATIRČIŲ NAMAI. (n.d.). UGDANČIŲ PATIRČIŲ NA. https://www.upnamai.lt/en/terapinis-%C5%ABkis.

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