Education

To effectively and comprehensively share our project and mission, we organized a series of activities that introduced iGEM to people unfamiliar with it, while also raising awareness of our project, synthetic biology, and diabetic foot ulcers. We structured our efforts around three stages: Reflection → Collaboration → Practice.

Reflection highlights how we learned from the feedback of audiences and communities, continuously assessing and refining our educational approaches. Collaboration represents our exchanges with other teams, experts, and diverse groups, where we co-created ideas, promoted synthetic biology, and fostered broader dialogues. Implementation focuses on turning ideas into action. Through interactive workshops, gamified experiences, and open discussions, we enabled more people to engage directly and gain a deeper understanding of synthetic biology and its social implications.

We believe that advancing synthetic biology education is essential. Although synthetic biology holds immense potential to address challenges in medicine, the environment, and sustainability, its technical nature often makes it distant and difficult for the public to grasp. Education bridges this gap—making knowledge accessible, sparking curiosity, and empowering people from diverse backgrounds to engage in conversations about applications, risks, and ethical issues. Moreover, introducing younger generations and broader communities to synthetic biology not only nurtures future talent but also builds public trust and understanding toward scientific innovation. Ultimately, we see education as the foundation for ensuring that synthetic biology becomes a field shaped not only by scientists but also by society as a whole.

As science continues to advance, we gradually realized that the public’s understanding of synthetic biology in Taiwan remains very limited, with many people having never heard of the term. This gap became particularly clear during a conversation with a member of the American iGEM team Calimod, who observed that in Western countries, synthetic biology and iGEM concepts are more familiar to the general public—people may encounter or hear about them in everyday life. By contrast, in Taiwan, knowledge of the field is still largely absent outside specialized circles.

This comparison highlighted to us not only the lack of synthetic biology education in Taiwan’s current education system but also the broader challenge of building scientific literacy and public engagement. We reflected on our responsibility to address this gap, recognizing that education is not just about transferring knowledge but about creating accessible, engaging, and culturally relevant ways for people to connect with synthetic biology.

Through dialogues with other iGEM teams, we learned that each community faces unique challenges and opportunities in science outreach. These conversations reinforced the idea that effective education cannot follow a one-size-fits-all model—it must be adapted to local contexts. For us, this meant thinking carefully about Taiwan’s educational culture, the barriers that students and the public face, and how to design activities that spark curiosity and invite meaningful participation.

This reflection laid the foundation for our subsequent initiatives, guiding us to move beyond simple information delivery toward interactive, collaborative, and sustainable educational programs that bridge the gap between science and society.

After our initial reflection, we decided to introduce this forward-looking and socially impactful field to a wider audience. To ensure effective educational outreach, we first held online meetings with iGEM teams from universities and high schools in Taiwan to exchange experiences and observations, and to understand students’ levels of understanding in biology and synthetic biology at different educational stages. Through these discussions, we realized that elementary and middle school students lacked the foundational biology knowledge to fully grasp synthetic biology concepts, so we decided to focus our educational efforts on high school students. In addition to introducing synthetic biology, we also shared relevant preventive knowledge with participants, combining scientific education with health awareness to facilitate learning and engagement.

Why we did this
Recognizing that public understanding of synthetic biology remains limited, and that high school students in Taiwan have few opportunities to engage with the field, we organized two Open Lab camps during the summer of 2025, inviting 50 students from across Taiwan and local communities to participate.

Activity content and feedback
Framed around a synthetic biology curriculum, students conducted hands-on experiments including PCR, gel electrophoresis, conjugation, and transformation, using materials such as eGFP and E. coli, gaining a solid understanding of fundamental molecular biology techniques and principles. Through these experiments, abstract scientific concepts were transformed into tangible operations, allowing students to grasp core ideas such as gene expression, genetic manipulation, and microbial cultivation.
To enhance learning, we incorporated interactive sessions and discussions, giving students the opportunity to share their experiences, ask questions, and collaboratively solve problems. Feedback collected through questionnaires allowed us to adjust our teaching in real time, ensuring that every student could master the core concepts. This approach not only increased student engagement but also deepened their understanding of scientific research methods.

The outcomes showed that students were highly engaged and able to comprehend fundamental techniques such as PCR amplification, DNA separation through gel electrophoresis, and gene transformation, while also beginning to explore real-world applications. For instance, some students discussed using gene editing to improve crops or designing microbial sensors to detect environmental pollutants. Through hands-on practice, they not only became proficient in basic laboratory procedures but also developed skills in observing phenomena, analyzing data, and formulating hypotheses, fostering a scientific mindset.

Continuing Impact and Reflection
This hands-on, experiment-focused approach allowed high school students to quickly experience synthetic biology research and understand its potential in biomedicine, environmental protection, and industrial applications. Looking ahead, we plan to continue offering similar programs, reflecting on our experiences to improve accessibility, interactivity, and practical relevance, while nurturing a new generation with strong scientific literacy and a spirit of exploration. Building on this momentum, our next step will be visiting Weidao High School in Taichung to deliver a lecture introducing synthetic biology, further extending our reach and inspiring more students to explore the field.

Why we did this
During the camp, we observed that high school students in Taiwan have limited exposure to synthetic biology, and public understanding of the field is generally low. We aimed to provide an accessible introduction to the subject, with the goal of sparking students’ curiosity, building foundational knowledge, and demonstrating real-world applications of synthetic biology. This aligns with iGEM’s educational objectives of promoting scientific literacy and fostering innovation.

Activity content and feedback
During the session at St. Viator Catholic High School, we introduced high school students to the fundamental concepts, applications, and guiding principles of synthetic biology through presentations. To help students connect abstract theories to everyday life, we included interactive discussions and case studies. For example, we explained how gene modification can control enzyme production rates and influence biological functions, and explored potential applications in medicine, environmental management, and daily life.

In the Q&A and discussion segments, students actively asked questions and shared their thoughts on the future applications of synthetic biology. We also shared our own experiences with research projects, providing concrete examples of how synthetic biology is applied in practice and illustrating our learning journeys. These interactions helped students grasp core concepts more intuitively, fostered interest in biological sciences, and encouraged innovative thinking.

Continuing Impact and Reflection
This interactive, case-based approach allowed students to experience how synthetic biology concepts translate into real-world applications, strengthening their understanding and engagement. Moving forward, we aim to expand these outreach programs, reflecting on what methods best promote accessibility, participation, and practical understanding. Building on this momentum, our next step will be to visit university campuses to introduce synthetic biology to college students, further extending our educational impact and fostering a continuum of learning from high school to higher education.

Why we did this
From our previous outreach activities, we realized that many students lack understanding of synthetic biology. This knowledge gap may limit their appreciation of how synthetic biology contributes to society and medical innovation. To bridge this gap, we organized a week-long iGEM Week on our campus, aiming to promote synthetic biology, spark curiosity, and provide participants with a basic understanding of the field.

Our goal was to ensure that students without a biology background could understand that synthetic biology is not only a laboratory technique but also has real-world applications, such as the treatment of diabetic foot ulcers.

Activity content and feedback
At our university event, we introduced participants to synthetic biology through a stamp-collecting activity designed in collaboration with various departments, including Biomedical Sciences and Chemical Engineering. The event began with a poster exhibition that explained key concepts of synthetic biology and presented our project, giving participants a strong foundation before moving into interactive activities. We then guided them through a hands-on foot ulcer model to demonstrate how synthetic biology could be applied to diabetic wound treatment. Participants shared their reflections on sticky notes, which not only helped us understand their learning progress but also allowed them to feel personally connected to our project. Students from 10 different departments—ranging from Physics and Business Administration to Information Management and Environmental Science—joined the event, and more than 80% completed all stations of the activity. Their high level of engagement reflected both the accessibility of the activities and the growing interest in exploring the real-world applications of synthetic biology.

Continuing Impact and Reflection

• One participant shared that his grandfather suffers from diabetic foot ulcers (also one of the caregivers we interviewed). He had always assumed treatment was limited to simple wound dressings, but through our activity, he discovered that synthetic biology could provide innovative solutions. He expressed excitement and hope that our work could eventually help patients like his grandfather relieve their suffering.
• On the foot ulcer model, many participants not only left warm messages of encouragement for patients but also expressed their new understanding of synthetic biology, such as: “I never knew biology could be designed like programming—this is amazing!” “Synthetic biology is not just lab research; it can actually help patients.”

Through iGEM Week, we observed that participants were particularly enthusiastic about discussions related to medical applications of synthetic biology. This experience made us realize that education is not limited to classroom teaching, it can also be achieved through diverse and creative approaches.
Therefore, we plan to organize more advanced workshops in the future, inviting university professors to participate. This will allow students to learn from a more professional perspective while gradually developing their skills and understanding in synthetic biology.

Why we did this
We realized that raising public awareness of synthetic biology is not enough—what matters most is how this knowledge can be applied to solve real-world problems. During the interactions in iGEM Week, we noticed that participants were especially interested in medical applications. Therefore, we designed this workshop with the goal of helping cross-disciplinary university students and researchers gain a deeper understanding of the practical applications of synthetic biology, while also inspiring them to think creatively about how this technology could be used to address pressing issues.

Activity Content and Feedback
Promotion and Audience
We promoted the workshop at a campus fair, which attracted a diverse audience including undergraduate students, faculty, master’s students, and PhD students, all showing strong interest in synthetic biology.

Workshop Content

• Introduction to synthetic biology and iGEM
• Application of our project in addressing diabetic foot ulcers
• Real-world examples (e.g., environmental oil degradation, fluorescent fish)
• Overview of bioethics and biosafety

Feedback
During an interactive discussion, we asked: “If it were you, what problem would you solve using synthetic biology?” One participant proposed breaking down harmful substances in tobacco to reduce nicotine addiction. This unexpected idea not only inspired us but also highlighted how cross-disciplinary perspectives can generate innovative applications for synthetic biology.

Continuing Impact and Reflection
This workshop not only introduced more people to synthetic biology but also highlighted the importance of cross-disciplinary discussions in generating fresh ideas. Moving forward, we plan to organize similar workshops and to openly share our workshop materials on our wiki, so that other iGEM teams and educators can adapt and use them. Through this, we aim to further expand the educational impact of our initiative.

To broaden public awareness of synthetic biology and its applications, we used social media as a primary channel. Platforms like Instagram and Facebook (@ccu_igem) allowed us to reach audiences beyond the limits of time and place. By combining clear text with engaging visuals, we explained what synthetic biology is and showcased how it can be applied in real-world contexts.

We also shared recaps of our workshops and campus activities, extending the impact of in-person events and allowing those who could not attend to still access the knowledge and discussions. This ensured that our educational efforts continued beyond the event itself and reached a wider community online.

In addition, social media helped us connect with younger generations, introducing synthetic biology in a more approachable way and encouraging dialogue and peer interaction. It also provided a platform for collaboration with other iGEM teams, giving us opportunities to exchange ideas and perspectives that further enriched our project.

Ultimately, our social media presence serves not just as a record of activities but as a platform for ongoing engagement and collective learning, making synthetic biology more accessible, relevant, and meaningful to the public.

Through our educational activities, we built a structured and meaningful learning framework that allowed high school students and the public to explore and understand synthetic biology. We began by reflecting on the limited awareness of the field, collaborated with teachers and other iGEM teams, and transformed our ideas into interactive, hands-on activities. Participants not only practiced molecular biology techniques but also gradually understood the underlying concepts and applications, seeing how this knowledge connects to everyday life.

We found that educational designs combining reflection, collaboration, and hands-on practice make complex scientific concepts approachable and meaningful. Through experiments, questioning, and discussion, students’ curiosity and critical thinking are stimulated, helping them gain confidence in exploring and understanding synthetic biology.