Inclusivity

Why is “inclusivity” essential in science?

While tackling global challenges like diseases, pollution, and food shortages, science must consider the environment, safety, ethics, and social impact.

If scientific efforts only focus on certain groups, such as people in developed countries, city residents, a specific gender, or able-bodied individuals, the solutions may not work for everyone. This could even make social inequality worse.

This is why an inclusive perspective is critical. We must continually ask:

• Who is science really designed for?
• Who will be affected by it?
• Are we leaving anyone behind?
• What can we do to make sure everyone can take part in science?

By talking with different groups of people, we learn about their hidden needs and the challenges they face. Then, we improve scientific projects from a real‑world social perspective. This helps make science fairer and more accessible to all.

Who are our "inclusivity" activities for?

We operate on a core belief:

No group should be ignored because of it's size，and no voice should be overlooked because it's small.

We are committed to share science, including synthetic biology and environmental science , with as many people as possible.

To achieve this, we have selected seven key groups, ranging from broader audiences to those often underrepresented::

1. 1. People around the world
2. 2. Older adults
3. 3. Women in research
4. 4. Students outside STEM
5. 5. People with disabilities
6. 6. Students from low‑income areas
7. 7. Ethnic groups in China.

How do we show that our inclusivity activities reach a wide range of people?

To ensure a wide reach, we engaged in diverse dialogues. We connected to students from developing countries and engineers and educators from developed countries like Australia and France, to bring science into different cultures. We interviewed female researchers of different ages, to understand the challenges women face in different times and whether things have improved. We introduced cutting-edge science to students from various ethnic groups, non-STEM fields, and low-income areas，like those from Tibetan and Yunnan regions，covering over 30 ethnic groups. We also communicated with older adults and people with disabilities, so that science can better fit into everyday life.

What framework do we use for our inclusivity activities?

Our Framework for Inclusivity: WHWR (Why, How, What, Reflection)

We implement our inclusivity strategy using the WHWR framework:

• • Why：we looked into the backgrounds of the seven groups. Through interviews and research, we identified the challenges each group faces and developed a strategic a plan.
• • How: we designed special activities for each group based on their specific challenges.
• • What: we collected feedback from these activities.
• • Reflection: we thought about what needs are still not met and how we can respond better. We also shared what we learned about each group’s needs with other iGEM teams, hoping to work together to overcome these challenges.

Ethnic Groups in China

Why do we focus on different ethnic groups?

China is a country with multi-ethnic nation. There are 56 officially recognized ethnic groups. For a long time, communities in regions like Xinjiang, Tibet, and Inner Mongolia have faced three main challenges: economic difficulties, education gaps, and language barriers. This is often because these regions are remote, have less developed transportation, and slower urban growth.

On one hand, development in these areas has been slower. Investment in education is lower, and resources are fewer compared to the national average. For example, according to the Ministry of Education (2024), the public budget per primary school student in Tibet and Xinjiang was only 2,847 yuan and 2,963 yuan, respectively. That's just 42% to 44% of Beijing’s spending of 6,740 yuan.

On the other hand, language barriers make it harder for students to access education. Bilingual education has been a long-standing challenge. There are not enough teachers who are fluent in both their ethnic language and Mandarin. Often, teachers who know the ethnic language well may not be strong in Mandarin, and those who are good at Mandarin may not speak the ethnic language. Also, many students use Mandarin less in daily life, so their proficiency remains low.

Because of economic hardship and language barriers, many students from ethnic regions get stuck in a cycle: poverty leads to less access to education, high costs to learn a new language, and fewer opportunities for further study or jobs. That’s why we are actively looking for solutions. We want to help students from minority backgrounds participate more in advanced and innovative educational programs.

To prepare for our outreach activities, we interviewed a Mongolian student. He shared with us the challenges and realities of education in ethnic areas. This helped us better understand the economic and educational issues they face, and allowed us to design more targeted activities to address different obstacles.

How have we addressed the existing barriers?

Our initiatives have directly engaged students from over 30 ethnic groups, including Tibetan, Mongol, Yi, Hani, Miao, Uyghur and other communities.

• To tackle the lack of educational resources for ethnic groups, we proactively held outreach sessions at ethnic schools.
1.1 We went to XiZang Middle School to teach Tibetan students about biology.

Beijing XiZang Middle School is a special high school for Tibetan students. They live and study there. We gave a talk about synthetic biology and our project. We want all Tibetan students to have the chance to learn about new science.

We explained what synthetic biology is and introduced our project. The main content was that we used enzymes to turn plastic bottles and kitchen waste into something useful. This material could glow in the dark. It was called supermolecular phosphorescent material.

The workshop was divided into four interdisciplinary sections: Dry experiments, Wet experiments, Website building and Art design. We hoped this helps Tibetan students learn about different subjects. It may also help them choose their future majors.

To ensure the session was engaging and accessible, we prepared handouts in the Tibetan language and brought three hands-on experiments to the classroom:

• Using phenolphthalein to measure β‑CD concentration.
• Using alizarin red to measure β‑CD concentration.
• The iodine clock experiment.

This approach allowed students to move beyond theory and actively participate in the scientific process. It successfully demonstrated the excitement of synthetic biology and how it can be used to create valuable products from waste.

1.2 Reaching Students in a Diverse Province: Workshop at Yuanjiang County Ethnic Middle School, Yunnan

Yunnan Province is one of China's most ethnically diverse provinces. It is home to 26 indigenous ethnic groups. Our research found that Yunnan faces challenges like teacher turnover, a high proportion of left‑behind children, and limited channels for knowledge updates. To help bridge this educational gap and promote a more balanced distribution of scientific resources, we brought a workshop on synthetic biology and sustainable development to Yuanjiang County Ethnic Middle School.

Our team delivered a presentation using accessible language and relatable, real-world examples to make the concepts of synthetic biology and our project visually clear and engaging. A key to ensuring comprehension was the translation of our promotional materials into several local ethnic languages, which made the content significantly more accessible to all students and teachers.

• Addressing the Language Barrier through Multilingual Materials

1.1 Culturally Tailored Outreach in Tibet Middle School

During the session at Tibet Middle School, we changed the Chinese parts of our materials to Tibetan. We also asked Tibetan students to check if the translation was correct. After reading carefully, they found no translation errors. Additionally, they kindly pointed out areas we could improve. This was very helpful for our future outreach activities aimed at minority groups.

1.2 Inclusive Material Distribution in Yunnan.

During the presentation, we translated our written promotional materials into various ethnic languages besides Chinese. These included Yi, Uyghur, Miao, Mongolian, and Tibetan. This initiative benefited multiple ethnic groups.

1.3 Promoting Inclusivity on Our Own Campus

At our university, we have students from various ethnic groups. We found that some are not yet proficient in Chinese. So, we printed materials in different ethnic languages to help them better understand the project content.

• Raising Awareness through a Debate Competition on Educational Equity

To address systemic issues like slower educational development and insufficient funding in ethnic regions, we organized a debate competition. The event used the compelling topic,"Is the quota system necessary?" It revealed the historical and structural inequalities faced by ethnic minorities in the field of science to the public. It particularly highlighted the opportunity gap caused by unfair distribution of educational resources. This activity helped participants deeply understand the complexity of equal participation rights. They recognized the value of multiple support methods, such as quota policies and basic education reform. It raised public awareness and rational understanding of educational equity.

What feedback did we receive?

From Beijing Tibet Middle School: Students said that through this session, they gained a better understanding of synthetic biology and learned some basic lab skills. Teachers also gave very positive feedback. They shared that this activity not only gave Tibetan students a chance to learn about advanced science, but also became a friendly exchange between different cultures.

From Yunnan Yuanjiang Ethnic Middle School: Many students expressed that they learned a lot from the talk. They were introduced to advanced biotechnology and cutting‑edge applications of synthetic biology. This greatly sparked their interest in biology. Teachers agreed that the outreach broadened students’ perspectives on new technology and international competitions, and boosted their confidence in exploring science.

On Multilingual Materials: The materials we translated into local ethnic languages received an enthusiastic response, especially among older community members. Many of them were learning about advanced biology for the first time and showed great interest. They also came to understand how technology can help protect the environment and make better use of resources.

Furthermore, the distribution of multi‑language science materials to students from different ethnic backgrounds at our own university was met with an overwhelmingly positive response. Many students said it was their first‑time seeing science materials in their own language, which made them feel included and proud. Teachers appreciated it, saying that using multiple languages helped students understand better and participate more. It made science truly accessible to everyone.

What have we reflected on?

Initial Reflections: We realized we should pay more attention to the learning needs of ethnic students. They are very interested in biology and new technology, but often can’t access the latest information due to language and economic barriers. Because of this, we plan to organize more academic exchanges and discussions with them, offering insights into scientific advances so talented students have a chance to shine.

We also learned that we need to focus more on safety during experiments. At one session, we didn’t realize that the used lab liquid contained hydrogen peroxide. While cleaning up, a leak occurred. This reminded us to always consider the safety of lab reagents and procedures.

Ongoing Reflections & Call to Action: We hope our experience serves as a valuable guide for other iGEM teams in their inclusivity efforts. When engaging with students from diverse ethnic backgrounds, we encourage teams to critically reflect on the following questions:

• Can these students fully understand the language we typically use?
• Should iGEM teams translate their materials into local languages to ensure true accessibility?
• Should teams proactively learn about local cultures to better contextualize synthetic biology and their project?
• Can iGEM teams design and bring hands‑on experiments to make abstract concepts more tangible and engaging?

Students from Non‑STEM Backgrounds

Why do we focus on Students from Non‑STEM Backgrounds?

During our usual science outreach activities, we noticed that students from non‑STEM backgrounds often had trouble understanding the content. Through surveys and observation, we found some common issues:

1. First, they struggled with technical terms. Words like "gene editing" or "metabolic pathway" were big obstacles. Not knowing these terms made them feel frustrated and less curious about synthetic biology.
2. Second, our talks used too many technical words and weren’t interactive or fun enough. The content felt too academic and abstract. It was hard for the audience to stay focused, which affected how much they actually learned.

So, we tried to explain our project and synthetic biology in simpler ways. We used materials, lab tours, and interactive sessions to help non‑STEM students grasp the ideas more easily.

How have we addressed the existing barriers?

We organized a series of science activities connected to everyday life. We used different methods to turn complex science ideas into content that was easy for everyone to understand. This greatly improved the experience for non-STEM students.

• To improve interaction, we held interactive campus events:

When we held a roadshow on campus, non-STEM students were attracted by our display boards showing project results and awards.

During the explanation, we used simple language to talk about the project. We also shared our personal stories about the hard work behind winning the awards. The Q&A session was a highlight. Students asked questions actively, and our team answered patiently. We even invited some students to try simple experiment demonstrations, letting them experience the project's appeal firsthand.

Gender bias and motherhood pressures put women at a disadvantage. They publish fewer papers. They get fewer research projects. They are promoted less often.We need to find ways to change these outdated ideas.

• To make things more fun, we created multimedia science materials:

We made pictures, texts, and videos that started with basic concepts. We used examples from daily life to explain synthetic biology, helping students from all backgrounds understand abstract ideas.

• To move away from overly technical language, we held a cross‑disciplinary art exhibition:

Art Show: We held a special art show combining science and art. The BUCT‑China team brought "3D‑printed bio‑themed" artworks. These pieces showed microscopic biological structures as large, touchable models. For example, they enlarged enzyme molecules and fermenters into concrete models using accurate 3D printing. This helped people learn by seeing and touching. One display showed a shoe made from soft TPU material next to a hard model made from PLA plastic. This showed how biotechnology can have both flexible and rigid applications.

Theme Song: To break down barriers between subjects, we used art — something everyone can connect with. We created a theme song for our project. We hoped non‑STEM students could understand and feel closer to our work through this emotional connection.

What Feedback Did We Receive?

In interviews, non‑STEM students highly appreciated the content and scientific depth of our project. Many said that by joining lab open days, talks, and science presentations, they not only strengthened their basic knowledge but also learned about cross‑disciplinary research methods and new applications. They were especially inspired by real‑life examples linking synthetic biology to environmental protection. Some specifically mentioned that easy‑to‑understand, yet still accurate, science materials were very effective at communicating the core ideas. They also said they hoped for more hands‑on activities and chances to talk directly with researchers to learn more about science and gain practical experience.

What have we reflected on?

Initial Reflection: Feedback showed that "lively, fun presentations" and "interactive practice" were key to sparking interest. We learned that for non‑STEM students, making things easier to understand isn't just about simplifying language. We need to use visual, fun, and hands‑on methods to turn abstract ideas into experiences they can feel.

Ongoing Reflection & Call to Action:

1. Did our iGEM team include advisors from non-STEM backgrounds to help plan our cross-disciplinary communication strategy?
2. Did our iGEM team successfully translate professional concepts into everyday and artistic language, making them easier to understand without losing their scientific truth?
3. Did our iGEM team design science experiences that involved multiple senses？

Making abstract principles something you could see, touch, and interact with?

Female Researchers: Confronting Bias and Building Equity

Why do we focus on Female Researchers?

Female researchers continue to face significant professional hurdles, including pervasive social biases and the unequal burden of family duties. In many regions, traditional views on gender roles and motherhood create systemic barriers that limit their career progression.

Globally, many women work in science and technology. However, very few of them become top leaders in their fields. In China, only about 5% of Chinese Academy of Engineering members were women in 2021. In 2023, only 6 out of 133 newly elected academicians were women (Xu & Li,2024).

This pattern is a global issue. Although women make up nearly half of the researchers in countries like Portugal, Spain, Italy, Argentina and Brazil, the figures are lower in the U.S. and U.K., about 40% are women, India(33%),Egypt (30%), and Japan (22%) (Li,2024).

Motherhood further affects women's research careers. For example, women aged 30 to 40 receive less research funding. Their careers slow down during these years. But men's careers usually continue without interruption.

To understand these challenges firsthand, we interviewed female researchers of different ages. They shared common experiences:

1. People often expect women to do detailed work or office tasks. For example, they are asked to book meeting rooms or move light objects.
2. Sometimes research requires physical work. This can be harder for women.
3. In some research groups, very few members are women. Sometimes only 10%. This makes it hard for women's voices to be heard. They feel more pressure.
4. It is difficult to balance pregnancy, childbirth, and demanding research work. Some women keep working until just before giving birth.

How have we addressed the existing barriers?

We made a video to address these issues. We wanted more people to understand the challenges women face in science.So we created a video and shared it widely. The video talked about three main problems:The gender gap in science，the unequal sharing of tasks and the pressure on women who are pregnant or have young children. We used real stories and data in the video and showed the difficulties female researchers face.We also suggested possible solutions.

What feedback did we receive?

Many people responded positively to our video. Viewers said they finally understood what women in science go through. They asked more institutions and research teams to support gender equality. Young female researchers said the video made them feel seen and supported. It gave them more confidence to continue their scientific work. The video helped people learn about gender issues in science. It also created public support for a more inclusive scientific community.

What have we reflected on?

Initial Reflection: We need to pay more attention to the needs of female researchers. Problems like unfair task distribution, career gaps due to childbirth, and low representation in research teams make it harder for women to do science.Society should show people these challenges, create supportive policies, and help change outdated attitudes.

Ongoing Reflection & Call to Action: We hope our work can inspire other iGEM teams to be more inclusive. We propose the following reflective questions for teams working with female researchers:

1. Are the problems faced by women of different generations being solved?
2. Have iGEM teams turned gender equality awareness into real policies and fair task assignments?
3. Do iGEM teams offer flexible support for women during pregnancy or after childbirth?
4. Are iGEM teams helping the public learn more about women in science? We need science communication and media efforts to break the stereotype that men lead science. Let more people see the value of female researchers.
5. Are iGEM teams helping build a more inclusive and supportive research culture? Teams should work on creating a welcoming environment inside and share experiences outside. This can help shift research culture from competition to collaboration and inclusion.

People with Disabilities

Why do we focus on People with Disabilities?

People with disabilities face many challenges in the digital world. Those who are color blind struggle to see color information on screens. This makes it hard to observe experiments or do color-based lab work. People with visual impairments often use screen readers. Without these tools, they cannot get information easily. Those with limited hand movement find complex tasks difficult. They often cannot do lab experiments. People who are deaf or hard of hearing miss information when there are no captions. This makes communication harder.

However, these challenges do not stop them from learning about modern science. We believe many of them are curious and could contribute to synthetic biology and our project. That is why we are working to make science accessible to everyone. We want all people to learn and take part in synthetic biology equally.

To better understand these challenges, we interviewed a STEM college student with one arm. We asked him what problems he faces in research. He said many experiments need two hands. For example, the acid-base titration test. With one arm, he cannot pour liquid and shake the flask at the same time. He hopes we can help solve this kind of problem. We listened to his suggestions and considered the needs of people with different disabilities in future activities.

How have we addressed the existing barriers?

For people witong> We improved how our website looks. We chose yellow as the main color for oh visual impairments:

• For people who are deaf or hard of hearing:

We added captions to all videos and audio. We also included sign language interpreters in our videos.

• For people with limited mobility:

We designed a robotic arm to help with experiments. This lets people do experiments on their own. We want to build tools that use different senses. This will create a friendly and inclusive environment for everyone.

What Feedback Did We Receive?

To test how useful and effective our accessible designs are, we talked with Wang Chengzhi, a STEM college student with a disability. We asked him what he thought about the steps we took. He strongly supported our work. He said these measures are practical and forward‑thinking. In daily life and research, the needs of people with disabilities are often overlooked. They rarely get equal chances to join science activities. Our tools make it possible for people with physical disabilities to do experiments on their own. This helps them feel respected and included. He also said our actions send a strong message: science should be open to everyone. Every person has the right to learn about science and take part in innovation. This "design for all" idea sets a good example. It invites public awareness and rational understanding of educational equity.

What have we reflected on?

Initial Reflection
We provided accessible materials, but our talk with Wang Chengzhi showed that is not enough. Just giving information one way is not the answer. In the future, we should talk with participants with disabilities before, during, and after activities. We need to keep listening to their feedback, not just do one survey after an event.

Ongoing Reflection & Call to Action:

1. 1. Did the iGEM team invite people with disabilities to join the project from the start? This question is key. We need to see them as active partners, not just as people we help. This avoids designing based on assumptions.
2. 2. Did the iGEM team create open and continuous feedback channels? We should listen to the real needs of participants with disabilities throughout the whole project, not just once.
3. 3. Did the iGEM team design solutions that consider multiple aspects of life for people with disabilities? Good design should help with daily life, emotional needs, and social inclusion. We must think about all these areas together.