Biosyn Bridge

Guidance Idea

In 2024, our team established the Biosyn Bridge Education Initiative, guided by the GEO principles—Global, Equality, and Open Resources. Its founding mission was to bridge educational gaps worldwide. This year, while carrying forward that legacy, we have enriched its substance and broadened its scope, endowing Biosyn Bridge with new relevance and timely significance. Nowadays, it has grown beyond a single program and matured into a dynamic educational ecosystem that integrates diverse values and innovative practices.

Within the Biosyn bridge ecosystem, our team has established a virtuous cycle consisting of three interconnected phases: Eco-Awakening, Edu-Empowering, and Equ-Globalizing.

Click here to know the foundational philosophy of Biosyn Bridge and our previous work

Biosyn Bridge Cycle

Eco-Awakening: Rooted in our original commitment to ocean conservation, we have systematically advanced public education initiatives that foster a nature-positive and environmentally conscious mindset. These efforts are designed to sow the seeds of sustainability across society, encouraging green awareness and sustainable lifestyles, and thereby laying a strong foundation for broader socio-ecological transformation.

Edu-Empowering: Building on this foundation of public awareness, we turn to empowering individuals with the scientific knowledge to actively understand and engage with the science that drives sustainability. By introducing emerging fields such as synthetic biology, we create pathways for learners to explore future scientific frontiers, sparking curiosity while also cultivating the innovative thinking and practical skills needed to address real-world challenges.

Equ-Globalizing: To ensure this impact reaches beyond individual growth and local contexts, we are committed to shaping an inclusive and collaborative global educational ecosystem. We are devoted to fostering an equitable and sustainable platform for international exchange and transforming education into a dynamic bridge that connects cultures and accelerates shared development.

Ultimately, our international collaborations and inclusive resources flow back into society, driving broad public engagement. This infusion of global experience amplifies our vision and sparks a renewed wave of Eco-Awakening. In doing so, we close the loop from worldwide practice to grassroots inspiration and open a new chapter in the Biosyn Bridge educational lifecycle, marked by wider reach and deeper understanding.

From raising public awareness to empowering individual growth to building an equal and inclusive global network, the cycle of Biosyn Bridge transforms education step by step. It extends its impact beyond personal inspiration, driving meaningful change at both societal and global levels. By establishing and implementing this lifecycle, the Biosyn Bridge education initiative has transformed from one-way knowledge dissemination into a self-sustaining and continuously expanding ecosystem, effectively turning the GEO principles into tangible, measurable, and replicable educational practices.

Educational Workflow

Stakeholders identification

In developing the Biosyn Bridge educational initiative, we have come to understand that identifying stakeholders is a core step of our work. This process helps us clarify the purpose of our educational efforts, define the groups we serve, shape the way we carry out activities, and secure their long-term sustainability. Beginning with the activities themselves, we reach out to every group that may be directly influenced by our programs. By actively building partnerships and sharing resources with a wide range of stakeholders, we strengthen engagement and ensure our education extends to broader and more diverse audiences.

Execution – Information Collection – Refinement

Within our educational framework, the cycle of “Execution—Information Collection—Refinement” forms a dynamic ecosystem of continuous improvement.

The Execution stage brings educational concepts to life, transforming abstract ideas into meaningful, hands-on learning experiences. Each implementation not only tests the effectiveness of our design but also creates valuable opportunities to gather feedback.

Information Collection runs throughout the execution process. We use a blend of quantitative and qualitative approaches, like surveys, interviews, and on-site observations, to move beyond surface-level participation data and uncover deeper insights into learners’ understanding, emotional engagement, and underlying needs.

The Refinement stage builds directly on this feedback, allowing us to identify strengths, address weaknesses, and enhance both content and delivery.

Together, these three stages form a rigorous, iterative cycle. Every round of refinement feeds into the next phase of execution, ensuring that our educational practices remain adaptive, inclusive, and consistently effective in expanding both the reach and the depth of our impact.

Implementation

Long-Term Monitoring and Workshops Policy

In the Biosyn Bridge ecosystem, monitoring goes far beyond simply gathering feedback after an educational event. Its purpose is to track the lasting impact of our educational efforts and to understand the evolving needs of the communities we serve. Rather than focusing only on short-term satisfaction, our team aim to assess deeper, long-term shifts in knowledge, attitudes, and behaviors.

To set up a sustainable monitoring system, we have introduced a network of educational workshops. These workshops serve not only to deliver regular educational activities but also to collect feedback for continuous improvement. Over time, we are allowed to evaluate whether our initiatives are truly reaching and effectively serving local communities across different regions.

So far, our team has established Biosyn Bridge Education Workshops in both BUCT in China and El Salvador. The BUCT Workshop, led by our iGEM team, serves as the central hub of workshops. Through the Biosyn Bridge Ambassador Program, we built a parallel workshop in El Salvador in partnership with local education ambassadors, delivering a range of on-the-ground activities tailored to local communities. The Salvador Workshop stays closely connected to BUCT, ensuring continuous resource sharing and timely feedback that enrich both sides.

Each workshop acts as a microcosm of the Cycle. Their activities, whether the scope or the depth, reflect the same progression: starting with Eco-Awakening, advancing to Edu-Empowering, and culminating in Equ-Globalizing. In this way, the workshops embody our vision of a self-sustaining educational ecosystem, where ideas and practices flow in both directions, creating a cycle that evolves and expands with every new engagement.

Eco-Awakening

Introductory Science Outreach Materials

1. Synbio and Ocean Plastic Pollution Series Handbooks

Description & Implementation:

In order to inform the public about marine plastic pollution and the useful applications of synthetic biology, our team produced a number of handbooks and outreach materials. To demonstrate how synthetic biology can offer practical solutions, the materials provide information on ocean pollution, describe the durability of polyester plastics, and provide an overview of our project's experimental design.

Our team distributed pamphlets and outreach materials at multiple educational events to introduce our synthetic biology project and raise public awareness of marine plastic pollution. For the children with limited reading ability, we worked closely with their parents and teachers to explain the key points of the handbooks, outlining the environmental issues and the solutions proposed by our team.

Concurrently, we designed the Braille version of handbooks and the podcasts to make sure that the minorities have equal access to the scientific knowledge.

Click here to read more about our handbooks in the Braille version in section Equ-Globalizing

2. Activity Book

Description & Implementation:

To better raise children’s awareness of ocean conservation, our team created an activity book titled “Ocean Wonders: Protect and Explore.” This interactive book is designed for children aged 6-12, aiming to introduce them to marine biology and ocean protection through engaging activities and clear, easy-to-follow explanations. In addition to small experiments, children can create DIY models such as simple ocean ecosystems and craft recycled-material artworks that encourage critical thinking. Each chapter helps children connect scientific knowledge to actual issues.

Click here to read more about the Activity Book in El Salvador in section Equ-Globalizing

3. Comic Book

Description & Implementation:

"I am teaching. Storytelling is teaching," said Frank McCourt, who is a renowned Irish-American writer and educator. This quote invites us to reflect on the crucial role of storytelling in education. Stories make learning engaging and dynamic, allowing audiences to absorb the ideas and knowledge we aim to convey as they follow the narrative's progress.

Inspired by this concept, our team created a comic book with the Comic artist Ms. Katherine Milena Ancheta Vásquez. We collaborated with Katherine to discuss our design concepts and intentions, co-created the initial drafts, and finally entrusted her with refining the details and adding color.

In the comic book, we turned the highly efficient plastic-degrading enzyme into a superhero named Polygone. She possesses the power to break down and eliminate large amounts of plastic. However, Polygone soon realizes that solving the global plastic pollution crisis cannot be achieved by her efforts alone. She calls on the public to take action and forms an alliance with scientists, environmentalists, and local communities to advocate for stricter plastic production and recycling policies.

Through this visually engaging comic book, we hope to inspire more people worldwide to take collective action and contribute to solving the problem of ocean plastic pollution. At the same time, we aim to encourage children who read the comic to recognize the importance of environmental protection from the youth and actively participate in meaningful actions.

Click here to read more about the Comic Book in El Salvador in section Equ-Globalizing

4. Snakes and Ladders game

Description & Implementation:

Our team expects to make education more relatable and integrated into daily life, subtly influencing children’s attitudes and behaviors. To achieve this, we made a Snakes and Ladders game, which is themed on “Save the ocean,” which features various ocean protection-related tasks, and players roll dice to move their pieces forward. As they progress across the board, they will encounter different scenes related to marine conservation. Completing positive environmental actions allows them to move ahead, while harmful actions send them backward. This game is not limited to children, but it is suitable for people of all ages, making ocean education involving and touchable for everyone.

Click here to read more about the Snakes and Ladders game in El Salvador in section Equ-Globalizing

Outreach Events

1. International Children's Day Event

On June 1, 2025, International Children's Day, our team collaborated with the Trade Union of BUCT (Beijing University of Chemical Technology) to hold a celebration for children.

Since this year's Dragon Boat Festival is close to Children's Day, we included a paper-folding activity to make Zongzi, allowing the children to experience the charm of traditional Chinese culture while gradually transforming into a mindset ready to absorb biological knowledge.

In this activity, we guided the children in painting marine animals, aiming to cultivate an awareness of protecting the ocean and caring for marine life. In parallel, our team members customized a set of cards that is written in the vocabulary of synthetic biology, and each card is displayed in Chinese, English, and French. Our team members explained the meanings of the words in Chinese firstly and then led the children to learn their English and French. Even though the vocabulary learning session was short, we still sincerely hoped that the children could gain a basic understanding of synthetic biology and our programs could root an eco-friendly consciousness in their hearts.

2. Watching a film about ocean plastic pollution

Description & Implementation:

In June 2025, we co-hosted a film screening on marine plastic pollution in collaboration with the BUCT Foreign Language Association. Following the screening, we encouraged all participants to join an interactive discussion. Students shared their perspectives on the main sources of marine plastic pollution, including single-use plastics and microplastics. Also, we explored the environmental and societal consequences, including harm to marine life and threats to human health. The discussion also covered possible solutions, ranging from governmental policies to technological innovations, like recycling and reducing personal plastic use.

By connecting the content of the film to real-world issues and personal actions, we hope that this dialogue transformed passive viewing into active learning, fostering critical thinking, problem-solving, and a sense of personal responsibility toward caring for nature.

Reflection:

This film screening provided an engaging and vivid platform to raise public awareness of marine plastic pollution. By showcasing the severity of ocean plastic pollution, it helped students gain a deeper understanding of the environmental crisis. Our collaboration with the BUCT Foreign Language Association facilitated cross-cultural communication, enabling students from diverse backgrounds to appreciate international perspectives. Through discussion and reflection, the activity fostered a sense of environmental responsibility and encouraged collective efforts to protect the oceans and the natural environment.

3. Lecture on Plastic Governance Policies

We arranged a lecture on plastic governance policies to draw attention to the seriousness of plastic pollution and the attention that this issue has received worldwide. The objective was to help participants comprehend the fundamentals of global plastic governance by fusing scientific innovation, public awareness, and policy context.

One participant in the lecture posed a very good question: given commonplace items like plastic straws or takeout containers, from manufacture to disposal, which phase of their lifecycle is most likely to result in pollution, and where can people most effectively intervene?

In response, we explained that every stage of a plastic's lifecycle has environmental impacts, but controlling the source is especially critical. For example, synthetic biology approaches can be applied to modify plastics, enabling them to degrade efficiently in natural environments and thereby reducing future pollution risks from the production stage itself. On top of this, individual actions also play a crucial role. Participants were encouraged to reduce single-use plastics, choose recyclable or biodegradable alternatives, and participate in local recycling programs, making tangible contributions to pollution mitigation in their daily lives.

The lecture's goal was to encourage participants to join the group effort in environmental protection and plastic pollution governance by encouraging them to think about systemic and personal interventions through a mix of interactive discussion and knowledge sharing.

4. Artistic Engagement online

Description & Implementation:

Beyond the engaging storytelling of our theatrical performances, we sought to create more diverse opportunities to integrate art with environmental protection. To achieve this, our team organized an aesthetics-focused competition centered on biology, ocean conservation, and plastic pollution. Students were invited to express their understanding of these themes through creative formats such as painting, short videos, and DIY projects, using art as a medium to share their ideas and inspire others to reflect on environmental issues.

Reflection:

We were delighted to receive feedback and submissions from participating students. Through their unique interpretations of art and their understanding of the ocean and biology, they demonstrated a strong sense of environmental awareness and a desire to use their creative works to inspire more people to take action in protecting the ocean.

Although the feedback was positive, we also recognized some shortcomings. The reach of this activity was not as broad as we had hoped, and the number of participants was limited. To improve future educational events and encourage greater participation, our team analyzed the reasons behind this outcome.

First, our promotion relied solely on a single WeChat post, without more extensive offline efforts such as posters or on-campus presentations. This limited publicity was the primary reason for the low participation rate. Second, the event was held during the summer vacation, when many students focus on travel, personal development, or other activities, leaving them less likely to engage.

Moving forward, we believe that scheduling such activities in the middle of the academic term would be more effective. During this period, students are not preoccupied with final exams and are more likely to participate actively in school-organized events.

Edu-Empowering

Stage I: Sparking Curiosity, Shaping Intuition

1. Designing and Making Engineered Bacteria Models

Description:

Our team organized an on-campus educational program for children aged 6–12 at Yuelu District No. 1 Primary School in Changsha. The program, themed "Me and My Engineered Bacteria Friend," introduced the fundamentals of synthetic biology through hands-on activities tailored to different age groups. Younger students worked in small groups to collaboratively design and draw their engineered bacteria, while older students independently created designs based on real-world scenarios. The program aimed to spark curiosity, deepen understanding of scientific concepts, and develop both teamwork and independent problem-solving skills, providing meaningful engagement with synthetic biology.

Implementation:

For the 6-9 age group:

We continued to use drawing and clay modeling as hands-on activities to help children visualize bacteria in a fun and imaginative way. This time, however, we introduced a collaborative element by encouraging them to form small groups of three to four. Within each group, students brainstormed together, exchanged ideas, and combined their creativity to "engineer" their very own bacterium. After completing their creations, each group presented their work on stage, with every member sharing their individual contributions and explaining the inspiration behind their designs. This interactive process not only strengthened their understanding of synthetic biology but also cultivated teamwork, communication skills, and confidence in public speaking.

For the 10-12 age group:

We provided a simple, real-world biological scenario to inspire deeper thinking about how engineered bacteria could be applied to solve problems. This scenario acted as a starting point, encouraging students to imagine how synthetic biology could impact everyday life. Each student received drawing materials and was invited to independently create their own design, translating their ideas into a combination of illustrations and short explanations. Afterward, they presented their work on stage, describing not only the functions of their "engineered bacteria" but also the reasoning behind their designs. This approach encouraged individual creativity, logical thinking, and scientific storytelling, allowing students to practice articulating complex concepts in their own words.

Reflection:

This activity left a strong impression on us. The children's drawings and clay models reflected both creativity and an understanding of synthetic biology. Their questions touched on the forefront of the field and also challenged our own thinking. Through our interactions, we witnessed their deep engagement, and the activity successfully sparked their interest in synthetic biology while deepening their understanding.

2. Exploring Synthetic Biology through Interactive Games

Description:

On World Environment Day, our team organized an on-campus outreach event at Beijing University of Chemical Technology. We designed interactive activities, including a "Fact or Fiction" card game and DIY paper-based gene module exercises, allowing students to explore synthetic biology in a fun and engaging way. The event concluded with a brief discussion on ethics in the life sciences, and we distributed the designed brochures to inspire students' interest in biology and raise awareness about marine environmental protection.

Implementation:

In the first game, participants randomly choose two cards from a deck containing synthetic biology "Fact or Fiction" statements. They were asked to point out whether each statement was true or false, turning the process into a lively game. Then, our team members explained the reasoning behind each answer in detail, connecting the statements to real-world examples and ongoing research. This not only clarified common misconceptions but also shown participants how synthetic biology is already influencing fields like medicine, agriculture, and environmental protection, etc.

With this foundation in place, we invited participants to engage in a hands-on genetic design activity. Using functional "gene modules," they could freely arrange and combine elements to create a custom-designed "engineered bacterium," which is capable of performing the function they imagined.

Finally, we wrapped up the event with a session focused on ethics in synthetic biology research. We presented several thought-provoking questions, such as how scientists should weigh potential risks and benefits and what responsibilities researchers have when working with living systems. Participants actively shared their perspectives, turning the discussion into a collaborative reflection on responsible innovation.

Through this series of activities, we aimed not only to introduce synthetic biology in an engaging and interactive way but also to cultivate participants' scientific awareness of the ethical dimensions of research.

Reflection:

In this educational activity, we used a fun and engaging approach to introduce students to synthetic biology while encouraging them to actively participate in marine and environmental protection. We also invited participants to complete a feedback survey. The responses demonstrated that the activity was highly successful, effectively sparking students' interest in science and deepening their understanding of environmental conservation.

Stage II: Grasping and Exploring the Frontiers of Knowledge

1. Hanzhuang Middle School

Description:

Our team delivered an online lecture titled "The Secrets of DNA and Genes" for students at Hanzhuang Middle School. Through this activity, they gained essential knowledge about DNA and genes, developed an appreciation for the mysteries of biology, and were introduced to the fundamentals of synthetic biology.

Implementation:

During the session, we firstly introduced the concept of DNA and genes, using clear illustrations and simple analogies. To make the lesson more engaging, we presented several segments of genes with their base-pairing sequences and invited the students to identify any incorrect pairings. We also introduced the students to one of the key components of synthetic biology—the basic concept of gene editing. We aimed to help them fully understand the principle of complementary base pairing in genetic sequences and made them visualize how genetic sequences can vary infinitely as well as how small changes can lead to big differences in traits.

Reflection:

After the lecture, we invited students to complete a questionnaire. Many remarked that the activity gave them a clearer understanding of DNA and genes, while the interactive process was especially helpful in reinforcing their learning. Overall, the lecture successfully sparked curiosity, deepened interest in genetics, and encouraged them to continue exploring the field.

2. High school education

Description:

In August 2025, our team conducted an online educational session for high school students at Beijing Middle School.

To ensure our program was tailored to their level of understanding, we carefully reviewed the textbooks they use in class. We found that their curriculum already included an extended introduction to how does synthetic biology precisely empower healthcare, which is closely related to one of its most powerful applications.

Building on this foundation, we designed content that went beyond the standard high school syllabus, introducing students to the specific researches which are related to the medical treatment using synthetic biology.

At the end of the telling, some students posed several interesting questions, discussing with our members. At the same time, we saw some students who have a great passion for biology, and they have read professional books about it. Furthermore, they asked some points, which are the contents in the college. We discussed it deeply with them and sincerely hope that the students can devote themselves to this field and have the chance to lead it to a new era.

3. Synthetic Biology Bootcamp

Description:

In 2024, our predecessors launched an educational program called the Synthetic Biology Bootcamp. This year, we continued this initiative and organized three training sessions. Two of the sessions were led by our team members, who introduced the applications of synthetic biology in drug synthesis and enzyme engineering. For the third session, we invited Prof. Shen, who is devoted to this field, to deliver a lecture offering a more professional and in-depth perspective on the use of synthetic biology in fine chemical synthesis. Together, these three sessions are intended to help students gain a structured and detailed understanding of how different domains within synthetic biology contribute to the advancement of human society. We also hoped that these activities would inspire more students to explore science and devote themselves to the research of this field.

Implementation:

Session 1:

In the first session of the Bootcamp, we focused on introducing the application of synthetic biology in pharmaceutical synthesis. Using the biosynthesis of sulforaphane as an example, we demonstrated how gene editing, metabolic pathway optimization, and chassis engineering can be used to reconstruct complex. Natural product synthesis within microorganisms. This case study helped students understand how synthetic biology enabling a more efficient, greener, and sustainable approach to drug production.

Session 2:

The second session focused on the role of synthetic biology in enzyme engineering, using our 2025 project as a case study. Our project aimed to design and optimize polyester-degrading enzymes that can keep high activity, thereby significantly improving degradation efficiency in the ocean. This example allowed students to explore key concepts in enzyme engineering, including directed evolution, structural optimization, and functional validation, while also illustrating how synthetic biology can be capable of tackling real environmental issues.

Session 3:

In the third session, we invited Prof. Shen to deliver a keynote lecture on the application of synthetic biology in fine chemical synthesis. Prof. Shen presented how metabolic engineering and synthetic biology can be used to develop industrial strains capable of efficiently synthesizing aromatic compounds, achieving greener production of high-value fine chemicals.

Reflection:

The Synthetic Biology Bootcamp series provided students with the opportunity to gain in-depth knowledge across multiple areas of synthetic biology. Following the three sessions, we conducted a feedback survey, and most participants reported that the Bootcamp greatly enhanced their understanding of the field and significantly increased their interest in synthetic biology. This demonstrates that our educational initiative effectively sparked curiosity, motivated learning, and successfully conveyed key concepts in synthetic biology to the student audience.

4. The Brochure for Crushing the Myths of Synthetic Biology

In order to help dispel public misconceptions about synthetic biology, our team worked with the CJUH-JLU-China team to produce the "Smashing Synthetic Biology Rumors" science brochure. As a co-creating team, we provided editorial support and wrote an independent chapter that highlighted the special features of our own project.

Stage III: Connecting Lab and Industry

1. Lab-Industry Open Days

Description:

This year, our team organized a Lab-Industry activity series. The program was designed to guide participants through a comprehensive biological learning journey. By integrating theory, hands-on practice, and industrial exposure, it helped students build a clear and approachable understanding of biology, experience the fermentation and purification processes that transform laboratory discoveries into real products, and develop curiosity and problem-solving skills for applying biotechnology to real-world challenges.

Implementation:

Phase 1: The First Step into Biology—Entering the Lab

During the series' first session, our team led participants into the lab to get a firsthand look at the well-known fluorescent bacteria experiment. With the help of our teammates and instructors, participants inserted plasmids containing fluorescent genes into E. coli and watched as the bacteria on the culture plates magically turned green when exposed to ultraviolet light. Participants in this experiment gained a practical understanding of synthetic biology in action by learning important concepts like gene expression and plasmid transformation.

Phase 2: Fermentation Class—From Cultivation to Purification

In the second stage, we led participants through a full fermentation experiment in the school lab. While team members served as teaching assistants to assist participants in carrying out fermentation procedures and learning how to perform ultrafiltration and product separation, our instructor gave the main lecture. In order to accomplish preliminary purification, participants used lab equipment and kept a close eye on changes in the fermentation broth.

Phase 3: A Day in Biomanufacturing—Touring the Factory

We arranged a field trip to a fermentation factory for the last stage, which allowed the students to experience an actual industrial environment outside of the classroom. Through tours of fermentation tanks, pipelines, and online monitoring systems, participants learned how exact control of variables like temperature, pH, and dissolved oxygen is necessary to guarantee the best possible microbial productivity.

Reflection:

The Lab-Industry Open Days guided participants through the complete process from laboratory research to industrial production. Following the series, we conducted a feedback survey, and most students reported active participation as well as a significant improvement in their understanding of biomanufacturing. These results show that the program not only effectively connected theory with practical application but also sparked sustained interest in biotechnology, encouraging students to further explore this field.

Equ-Globalizing

Education for minorities

1. Activities for children with special educational needs

When designing our educational project for children with special educational needs, we first reviewed detailed statements from the UN and UNICEF on equality, inclusion, and inclusive education. These documents deepened our understanding that education projects rooted in equality and inclusion are essential to ensuring that marginalized groups have the same rights as everyone else.

Description:

For children with special educational needs, our team organized a two-day educational program at Yuelu No. 1 Primary School in Changsha. The program presented the fundamentals of synthetic biology in an accessible and easy-to-understand way. On the first day, the children explored key concepts by drawing their own imagined versions of engineered bacteria, and on the second day, they transformed these drawings into colorful clay models, deepening their understanding through hands-on practice. By tailoring our teaching approach to the children’s visual, auditory, and cognitive needs, every child was able to fully participate and engage creatively with synthetic biology. Beyond addressing the lack of accessible science education for marginalized groups, the program ensured that each child had the opportunity to explore, imagine, and develop an interest in biology and the natural world.

Implementation:

Part 1: Introducing Synthetic Biology

On the first day of the activity, we introduced the concept of synthetic biology to the children using clear and accessible language. Through our own illustrations of glowing engineered bacteria, along with colorful depictions of plants, animals, and microbial cells, the children were able to gain an intuitive understanding of the precision and complexity of cellular structures. However, we quickly realized that the children, due to cognitive, visual, or auditory challenges, require more personalized and specific guidance.

To better engage them, our team members interacted with each child individually, using expressive language and gestures to explain the illustrations and connecting scientific concepts to familiar objects and experiences from their daily lives. Afterwards, we provided the children with paper and colored pens, encouraging them to use their imagination to draw their own versions of engineered bacteria. This activity allowed the children to share their ideas and stimulated their creativity.

Part 2: Hands-on Clay Modeling

On the second day, the activity focused on a deeper, hands-on experience. Building on the concepts introduced in Part 1 and their previous drawings, the children transformed their two-dimensional sketches into three-dimensional models using colored clay.

Throughout the session, we maintained highly interactive engagement, providing guidance while encouraging the children to experiment and explore freely. Initially, some children struggled to translate their drawings into physical forms, so we suggested combining different colored clay to represent the structures they envisioned. This practical approach allowed the children to engage with synthetic biology on a deeper level, reinforcing their understanding through tactile and artistic exploration.

Reflection:

This educational program enabled children with special educational needs to engage with concepts in synthetic biology. By combining the children’s creativity with team guidance, the activities sparked their curiosity about the world and encouraged interactive communication. Designed with inclusivity and accessibility in mind, every child was able to participate in a meaningful way. Feedback from teachers and students indicated that the program not only increased opportunities for engagement with and understanding of synthetic biology but also emphasized the importance of respect, empowerment, and support for every student.

2. Handbooks and podcasts for the visually impaired

Description & Implementation:

Click here to read more about our handbooks in section Eco-Awakening

In the Eco-Awakening section, we introduced the Synbio and Ocean Plastic Pollution Series Handbooks. To ensure accessibility across different ages, languages, and regions, we further developed bilingual podcasts in Chinese and English based on the handbooks, along with a Braille edition tailored for individuals with visual impairments. Through these efforts, we aim to bridge gaps in science education and advance the cause of inclusive learning.

Although the reach of our materials is currently limited, these efforts represent a deliberate and carefully implemented step toward inclusive education. Our goal is to provide new resources and information that enable more people to participate in synthetic biology and environmental protection. Through these initiatives, we aim to foster equitable participation in this emerging scientific field, inspire public curiosity about scientific concepts, and promote the development of inclusive and accessible educational activities.

International Educational Efforts

1. El Salvador

Our educational efforts are guided by the “GEO” principle of the Biosyn Bridge program. While emphasizing educational equality and inclusivity, we are equally committed to making knowledge more global and accessible to a wider audience.

Since last year, we have been carrying out the Biosyn Bridge education program in El Salvador. As the BUCT-iGEM 2025 team, we have continuously expanded and refined our practices in this region, aiming to deliver cutting-edge knowledge of synthetic biology to more people. Through diverse educational activities, we also call on more individuals to join us in protecting the ocean and the environment.

Looking ahead, we envision our educational work in El Salvador becoming a starting point for advancing educational development across Latin America, ultimately fostering education that is both globalized and equitable.

· In CENTRO ESCOLAR COLONIA LAS BRISAS

Through the Biosyn Bridge platform, we have maintained close collaboration with Ms. Klara, the Biosyn Bridge Latin America Ambassador.

With her support, our team introduced our self-designed Snakes and Ladders game, Activity Book, and Comic Book to Centro Escolar Colonia Las Brisas in El Salvador.

Session 1: Activity Book

Description & Implementation:

Click here to read more about the Acitivity Book in El Salvador in section Eco-Awakening

To nurture children’s awareness of ocean conservation, we developed Ocean Wonders: Protect and Explore, an interactive activity book for ages 6-12. Through simple experiments, DIY models, and recycled-material crafts, it introduces marine biology in a fun and accessible way, linking scientific knowledge to real-world issues.

We were deeply touched and delighted to receive feedback from the children in El Salvador. These DIY models vividly present an ocean ecosystem and marine creatures.

Their process of putting together different parts to form an ocean condition showed active thinking in applying knowledge. It wasn’t merely about making something, but it was a process of exploration. By integrating play with learning, the program deepens their understanding of the ocean’s significance, fostering a sense of responsibility and enthusiasm for marine environments from an early age.

What stood out was the cultivation of a protective mindset. As they built the models, they started to think about how different parts of the ocean environment depend on each other and why it’s important to keep them safe. This hands-on way of learning proved much more effective in sparking enthusiasm for ocean protection than just reading or listening. In the future, we are expected to develop more such interactive activities to keep kindling children’s desire to protect our globe.

Session 2: Comic Book

Description & Implementation:

Click here to read more about the Comic Book in section Eco-Awakening

In the comic, our plastic-degrading enzyme takes shape as the superhero Polygone, who uses her powers to combat plastic waste. Realizing the crisis cannot be solved alone, she railles the public, scientists, environmentalists, and communities to push for stronger policies on plastic production and recycling.

As they read Polygone, children were drawn in by its vivid illustrations and the tale of a superhero battling plastic pollution. Many admitted they hadn’t realized how serious the problem of ocean plastic was until they followed Polygone’s journey. Some said they wanted to cut back on plastic in their daily lives, while others grew excited about recycling and protecting marine life. Teachers shared that the comic sparked lively classroom discussions, with students beginning to connect the superhero’s mission to their own responsibility for the environment. By turning science into an engaging story, Polygone not only entertained but also gave children a clearer sense of how their everyday choices can truly make a difference.

Session 3: Snakes and Ladders game

Description & Implementation:

Click here to read more about the Snakes and Ladders game in section Eco-Awakening

In essence, the Snakes and Ladders game transforms ocean conservation from an abstract concept into an engaging, hands-on experience that resonates with audiences of all ages.

It is glad to receive photos of students playing the Snakes and Ladders game at school. The children were working in small groups, learning about ocean conservation through play under the guidance of the teacher. Forming teams with their classmates to take part in the game encouraged them to actively think about how to protect nature and the environment, rather than passively receiving standardized instruction.

We also welcome participants of all ages to join in the Snakes and Ladders game and experience the joy of learning through play!

Acknowledgement:

Our team is deeply honored to have the invaluable collaboration of the ambassador of the Biosyn Bridge Lic.Karla. Thanks to her contributions, we have achieved deeper and more effective cognitive engagement with students, fostering critical thinking and lasting understanding.

We are grateful to the official journals in El Salvador for covering our educational activities in the newspapers. Their recognition has greatly amplified the reach and impact of our work, allowing more people to learn about synthetic biology and the importance of ocean protection.

· In Externado de San José

Description & Implementation:

At Externado de San José High School in El Salvador, we organized a large-scale lecture on synthetic biology that engaged more than 300 high school students. Rather than simply presenting definitions and theories, our team designed an interactive session that introduced students to the practical uses of synthetic biology across fields like healthcare, food production, and ecosystem restoration.

To make the experience more dynamic, we guided students through short activities that encouraged them to think critically about how synthetic biology could help solve urgent challenges like plastic pollution. The event concluded with an open Q&A, where students enthusiastically shared their ideas and questions, turning the lecture into a lively exchange of knowledge and inspiration.

· As the teaching assistant of FDTC Summer Camp in El Salvador

Our team members participated in an educational program in El Salvador called FDTC (Future Technical and Scientific Leaders), a key component of the national young talents program. This initiative, jointly organized by the Ministry of Education and the National University of El Salvador, selects the country’s most promising students and provides them with intensive, advanced training to prepare them for international biological competitions and future research careers.

As part of this program, our team member assumed the role of teaching assistant. We distilled core concepts we had learned through our university studies and research into a highly condensed form. At the same time, our team members discussed with the model educators which topic we will teach to the students and finally delivered a week-long curriculum tailored to students aged 14 to 18. The course covered essential topics such as genomics fundamentals, sequence alignment, database search strategies, and phylogenetic tree construction.

Through interactive case studies, hands-on exercises, and group discussions, we guided students to apply theoretical knowledge to real-world, complex problems.

Throughout the course, students demonstrated impressive enthusiasm and curiosity. They asked thoughtful questions, actively participated in discussions, and even continued exploring how bioinformatics could be used to study diseases and protect the environment after class hours. Their passion for discovery deeply inspired our team and reinforced our commitment to promoting premium science education.This teaching experience not only strengthened students’ scientific literacy but also gave us valuable insight into the transformative power of education in unlocking young people’s potential.

Moving forward, we hope to bring similar educational initiatives to more countries and regions, empowering even more young minds to engage with cutting-edge science and use their knowledge to tackle global challenges.

International Dialogue and Cooperation

1. The Keynote talk in El Salvador

Description:

In July 2025, Linwei Yu (Alex), the Chair of the BUCT iGEM Committee, initiator of Biosyn Bridge, and team advisor, was invited to the University of El Salvador to deliver a keynote talk on synthetic biology. El Salvador's national media covered the event, which significantly increased its impact and made synthetic biology more widely known.

In his talk, "Empowering Precision Medicine through Synthetic Biology," he discussed the knowledge and findings that he has gained over the course of our scientific endeavors. In addition to introducing the audience to the potential of synthetic biology, the talk encouraged active participation in this quickly evolving field.

In his role as Biosyn Bridge's founder and spokesperson, Linwei Yu highlighted the platform's goals of fostering equitable access to synthetic biology knowledge, connecting learners worldwide, and dismantling educational barriers.

This partnership is a significant step in connecting our project with international discussions and an extension of our education efforts, according to our BUCT iGEM team. We think that by making Biosyn Bridge better every day, we can encourage equality, inclusivity, and international engagement in science education, enabling the concepts we discuss today to motivate tomorrow's leaders.

2. Joint efforts with ARCST

· Biopochito AI

Biopochito is a game owned by ARCST (Andean Road Countries for Science and Technology), which inspires students to take action for the planet.

As one of the relevant partners of the Biosyn Bridge educational program, ARCST has made extraordinary contributions in the field of scientific and cultural exchanges.

Biopochito is an engaging journey that immerses children in the importance of biodiversity, conservation, and green development. Through interactive gameplay, Biopochito helps young minds develop nature-positive and eco-friendly skills and habits.

The hero in Biopochito is a kid, and his mission is to promote science communication that improves the lives of people on Earth. He aims to share his love for nature knowledge with everyone.

In 2025, Biopochito combined with AI technology and transformed to Biopochito AI. In Biopochito AI, users can engage in conversation with it, People can ask about scientific knowledge related to environmental protection, such as waste sorting, microplastics, and so on. At the same time, Biopochito can also provide children with advice on eco-friendly habits, offering detailed guidance on how to protect the environment and care for nature in daily life.

· Beijing International Science Festival

Description & Implementation:

September is the National Science Popularization Month in China. Our team joined in the Beijing International Science Festival in September, and forces with the Andean Road Countries for Science and Technology (ARCST) to advance environmental education and introduce foundational knowledge of synthetic biology to children and adolescents. Within this collaboration, we showcased a specially designed environmental protection game in parallel with a range of educational sessions.

We brought Biopochito to this event and organized interactive games for the children. To begin, we shared three well-known Chinese folktales, but in our version, the happy endings were disrupted by various forms of environmental pollution. After listening, the children chose the story that moved them the most and divided into three groups accordingly.

Each group then focused on the specific environmental issue from their chosen story and used materials such as glue, paper boxes, straws, which are all recycled, to build a “bio-robot” capable of solving that problem. During the activity, some children were unsure how to design parts that could give their robot the functions needed to tackle the pollution. We encouraged them to ask Biopochito AI for guidance.Inspired by Biopochito, the children collaborated to create three adorable yet powerful bio-robots, each designed to address a real environmental challenge.

These joint initiatives not only deepened participants’ enthusiasm for science but also empowered them to envision their potential firmly believe that such educational interventions sow the seeds for long-term curiosity, scientific literacy, and commitment to sustainable development.

·WGSD – World Green Science Day

Description:

In December , 2024，our team received an invitation to speak at the annual World Green Science Day (WGSD) held by ARCST in December 2024. WGSD is a major event in Latin America that promotes sustainable innovation and green science. Researchers, educators, and students from various nations came together for the conference to exchange real-world green technology successes and talk about ways to create a more sustainable future.

In addition to demonstrating BUCT iGEM's dedication to global sustainability initiatives, our participation in WGSD enhanced our network of international collaborations. Our future educational and cooperative initiatives will be informed and improved by the insightful knowledge we acquired from interacting with professionals and young innovators from Latin America about various approaches to environmental issues. This occasion served as a link between the goals of our team and the larger worldwide movement for fair and inclusive science education.

·International Science Culture Construction Day

Description：

In August 2025, two of our team members, who also serve as ambassadors of the ARCST, participated in the International Science Culture Construction Day. As representatives of our team, they presented the vision and tangible outcomes of the Biosyn Bridge Education Program, telling how our initiative connects scientific knowledge with social responsibility through inclusive and creative learning.

During the event, we also shared the story of Biopochito, a collaborative project co-developed with ARCST that uses storytelling and interactive design to make environmental protection accessible and engaging for children.

Through this international platform, we aimed not only to introduce our educational achievements but also to promote a shared vision of building a global culture of science—one rooted in openness, equality, and collaboration. We hope that our participation will encourage more individuals and organizations to join hands in advancing science communication and nurturing a new generation of learners and innovators.

Drama Club—Weaving Science into Cultural Fabric

Our team looked into a creative partnership with the drama club of our university to increase the reach of our educational initiatives.

The BUCT Drama Club is a student organization committed to producing and performing high-quality plays. Among its most notable works are My Name is Fan Rui—Fan Xudong and Hou Debang, both original productions that celebrate pioneering scientists who made remarkable contributions to social progress and the field of science. Together, these plays have been staged five times, drawing audiences of more than 12,000.

Students have been enthralled and motivated by the drama club's performances of stories about scientists who have made exceptional contributions to science for a long time. Our goal is to provide students with an engaging opportunity to learn about the accomplishments and lives of synthetic biology experts by fusing science education with the performing arts. We also hope that the stories will inspire them to follow in the footsteps of those remarkable scientists and dedicate themselves to biological science.

Our team contributes factual information and well-written narratives about synthetic biology and top scientists in the field as part of this partnership. Additionally, by turning these tales into theatrical productions, the drama club can bring the characters and scientific findings to life on stage. Our team guarantees scientific accuracy and offers guidance throughout the entire process, while the club manages the acting, stage design, and creative direction.

Beyond providing professional guidance behind the scenes, several members of our team also stepped onto the stages as performers in the theatrical productions. Drawing on their in-depth understanding of the scientific stories and the scientists’ personalities, they vividly portrayed the dedication, curiosity, and even the occasional struggles of the researchers, adding an authentic layer to the characters that resonated deeply with the audience. Some also took on supporting roles in the performances, collaborating closely with drama club members during rehearsals to refine lines and actions, ensuring that every detail aligned with both scientific truth and theatrical expression. Our dual participation as scientific advisors and performers not only strengthened the connection between the technical and creative teams but also made the stage presentation of synthetic biology more vivid and credible.

Through vivid Drama, we built a bridge between the rational world of science and the emotional depth of the humanities. The stage created an immersive narrative space where participants could glimpse the human stories and sparks of inspiration behind scientific discovery, while lowering the barriers for the public to understand complex ideas and bringing science closer to everyday life. When abstract principles are transformed into conflicts and choices on stages, audiences naturally engage with the drama, resonate emotionally, and leave deeply inspired.

We believe that artistic performance itself is a cultural bridge that transcends language. A small stage can hold infinite influence, and a well-crafted script carries a universal narrative power—serving as a “living document” that can be adapted, retold, and experienced across the world. Localized in different languages and cultural contexts, our science-inspired plays allow stories born from our team to be shared in the most familiar and meaningful forms with audiences everywhere. This is more than science communication; it is a cultural dialogue and shared resonance, allowing the educational vision of Biosyn Bridge to take root globally in the most profound and human way.

Workshop Implementation

Within the Biosyn Bridge ecosystem, we have established two closely connected educational workshops: one at Beijing University of Chemical Technology (BUCT) and another in El Salvador. At BUCT, our team serves as the central driving force, continuously developing and refining educational content. In El Salvador, through the Biosyn Bridge Ambassador Program, we work with local educators to adapt these materials to cultural and regional contexts. The two workshops maintain an active dialogue and grow together through ongoing exchanges on curriculum design and teaching methodologies.

Each workshop carries out the full cycle of Eco-Awakening, Edu-Empowering, and Equ-Globalizing. At BUCT, we raise ecological awareness by organizing environmental film screenings, laying the foundation for students to adopt nature-positive habits. Through initiatives such as the Synthetic Biology Bootcamp and Lab-Factory Open Days, we broaden students’ scientific knowledge and foster their ability to explore science and address real-world challenges. We also collaborate with the BUCT Drama Club to bridge art and science, using creative performances to engage wider audiences. In addition, our team members participate in educational partnerships with international organizations, contributing to global dialogue and bringing more stakeholders into practice.

In El Salvador, we have opened the door to scientific exploration for children. We introduce activity books, Snakes and Ladders games, and comic books designed by the BUCT workshop into classrooms, helping students develop awareness of environmental protection. Our members also support El Salvador’s science and technology talent development program, serving as teaching assistants and co-developing courses with outstanding local educators that meet students’ learning needs.

At BUCT, we evaluate the impact of every activity through surveys and other feedback tools, carefully tracking participants’ responses and using these insights to improve program design. At the same time, outcomes from the El Salvador workshop are promptly fed back to BUCT. Lesson plans and creative works produced by local students provide valuable references for refining our materials. This authentic classroom feedback serves as a vital testing ground for the resources developed at BUCT, while the updated teaching plans created in Beijing, in turn, benefit learners worldwide through our sharing mechanisms.

Open Resources

Our team is proud to share that our educational resources, from engaging science videos to inspiring lectures by renowned professors, are continuously updated and shared across multiple international social media platforms. This ongoing effort reflects our commitment to making synthetic biology accessible worldwide and inviting a global audience to join the conversation.

Throughout this process, we have placed increasing emphasis on interaction with our audience. We regularly release new content and event announcements while experimenting with interactive formats.

At the same time, we have expanded both the reach and depth of our outreach. What began as single-platform publishing has evolved into coordinated cross-platform promotion, encouraging more people to explore and share our resources. We also collaborate with educators, thought leaders, and organizations in the field of synthetic biology, bringing more voices into the community and amplifying our impact.

Most importantly, we never stop listening. Participant feedback has guided every step of this journey, helping us refine both the content and the way we present it. This continuous improvement ensures that our resources remain scientifically rigorous while becoming more engaging, approachable, and meaningful for learners around the world.

Acknowledgement:

We would like to express our heartfelt thanks to Eng. JAVIER for his contribution to this series of environmental awareness videos. These videos not only promote the values of environmental protection and sustainable development but also inspire collective action—encouraging people to become active agents of change. His involvement has added warmth and depth to science communication, turning education into a bridge that connects knowledge, empathy, and a shared sense of responsibility for our planet.

Our Goodies

Our team designed a team logo that blends elements of traditional Chinese aesthetics with cutting-edge science. At the same time, to raise awareness about the importance of ocean conservation, our art team created a team mascot representing the guardian of the ocean, symbolizing our hope that our polyester-degrading enzyme can contribute effectively to combating marine plastic pollution and inspire more people to join us in protecting the blue ocean.

To make synthetic biology more accessible to the public, we transformed these designs into stickers, badges, and keychains, which were distributed during our educational activities. For example, they were given as rewards during campus roadshows at universities and lessons at elementary schools in Changsha. We hope these charming items can extend the impact of our educational activities by further inspiring students’ and children’s interest in synthetic biology, while also reminding them of the importance of ocean conservation, allowing curiosity and environmental awareness to continue growing in their daily lives.

As well as the sets of cards we created for our campus roadshow and Children’s Day event.

Text in the image:

In the hush of winter’s dawn, I chanced upon a lantern vase of Qianlong’s reign, its glaze a tide of colors as though the morning sun had kissed the sea. Within its depths, celadon melted into misted violet, like corals breathing beneath the first blush of day. From that ancient vessel flowed the muse of our design. Upon our emblem, the tender hue of celadon rests, a still fragment of sunlight held in shallow waters. Indigo lines break like waves upon hidden rock, each facet a secret whispered by the sea. And at its edge, a breath of smoky purple lingers—like the star-born bloom of corals, when the ocean itself becomes a constellation of life. So I dreamt: the breath of the potter, two centuries gone, meeting the tremor of coral weaving bone in the dark. Across the span of time, their motions converged. From porcelain’s iridescent bloom we have stolen a shard of eternity, setting it within modern form, that all who behold it may remember the sea’s fading Eden. For every hue of life, like the peach-bloom glaze, is meant to endure—ever radiant, ever flowing.

From Tuantuan Li, Art & Design Group

The circle bears the ocean’s eternal pulse, embodying the ancient Eastern wisdom of “unceasing cycles” as it fuses the laws of life and nature into a timeless totem. At its heart, a surging wave dissolves into the living spine of a fish, its tail unfurling into the golden ratio of the double helix. Here, DNA emerges as both the primal current flowing from yin and yang and the luminous bridge toward the frontiers of tomorrow. The wave-lines, painted in the spirit of porcelain’s “earthworm-trail” glaze, ripple outward in layered strokes. Upon each crest swims a school of protein-folded fish, their fins unfurling like helicases, their bodies climbing in the rhythm of base pairing, as if within the microcosm they were enacting the code to unshackle plastic’s chains. Where the fish’s head joins with the helix, the wisdom of the Eight Trigrams—Kan and Li in balance—reveals itself, symbolizing both synthetic biology’s mastery over matter and civilization’s return to nature’s cadence. Above the crest, crystalline proteins take the form of fractal scales, a dialogue between ancient motifs and modern topology, where the dark breath of the deep sea resonates with the fluorescent pulse of the sequencer. Preserved digital facets cut across the glazed surface like the swing of a molecular pendulum, so that the rhythm of the ancient potter’s wheel and the orbit of the centrifuge complete a thousand-year covenant of conserved energy within the circle of time.

From Li Liu, Art & Design Group