Education is not the filling of a vessel, but the kindling of a flame. —— Socrates
Overview “Live yourself as a light, Because you don't know, Who by thy light, Out of the darkness.” The verse by Tagore deeply captures the essence of education: to enlighten life with life. Education requires devotion as well as wisdom, and we are striving to play our part well. We propose the education principle of “Broaden-Deepen-Iterate-Sustain” this year, and have embedded it consistently throughout our education program.
"Broaden-Deepen-Iterate-Sustain"
To break down the physical and technical barriers of traditional labs for the general public, we developed an interactive virtual laboratory that presents experiments in a visual and immersive way. More details are available in the Virtual Laboratory section.
As we hope to further promote iGEM, by offering assistance for startup teams and nurturing future syn-bio talents, we successfully built an online Education Platform tailored for learners of all ages, featuring systematic iGEM video courses and matched teaching materials.
Over the past year, our team has been focusing on education breadth, inclusivity and sustainability. Our Education Map has now reached 9 provinces, 15 cities, 23 schools, and 2791 participants in China, as well as 4 countries abroad. We persistently place emphasis on rural and special education, striving to deliver high quality education resources to places in need. Meanwhile, we’ve developed and promoted the Teachers’ Reference Book: All-ages Synthetic Biology for teachers. Details are shown in Education Map.
Believing that two-way interaction lies at the heart of education, the team has organized various creative syn-bio activities and games, and held online outreaches to engage a broader audience. These enable participants to deepen understanding of synthetic biology through fun experiences, while also generating valuable feedback. With these insights, we introduced AI-assisted feedback analysis to further improve and innovate our next round of educational activities, ultimately forming complete feedback loops. To learn more, you can refer to Interaction Feedback Loop.
For each activity, we adapted the STAR model (Situation, Task, Action, Result) to create an iterative loop, which ensures that the outcome of every activity feeds directly into the planning of the next. This structure aligns every activity with the real needs of people.
STAR Model
Education isn’t about filling minds, but about igniting flames. We hope that these educational activities will inspire and empower the learners, extend education beyond classrooms and laboratories and illuminate the future of synthetic biology. Virtual Laboratory Click START to enter the virtual laboratory! Click on each experimental step, then click on the lab bench or any piece of equipment to start the experiment. You can also click here to view it in fullscreen.
Do you know what a real laboratory looks like? Have you ever experienced the vivid scenes of a virtual lab? We noticed that many people, children in remote areas particularly, often lack opportunities to explore a real lab due to various limitations, and we believe that practicing synthetic biology should not remain distant and unreachable to them. To give all people an opportunity to practice synthetic biology online, we create our virtual laboratory, an interactive learning platform that presents syn-bio experiments in a fun and intuitive way. With just a computer, anyone can step into the role of an experimenter and explore a series of synthetic biology experiments firsthand. They can gradually learn experimental principles, laboratory instruments, and step-by-step procedures within the virtual lab. An animation is used to demonstrate the entire process in detail. By clicking on any step, learners can experience the standards and techniques involved in synthetic biology. In the future, by adding more experiments and interactive features, we would like to build it into a space where users can independently conduct full experimental processes online. Experiments included in the virtual laboratory: Part I: Molecular Biology Experiments
1. Competent Cell Prep Simulate experimental steps such as cold treatment, centrifugation, and CaCl2 addition to convert E. coli into competent cells capable of taking up foreign DNA, highlighting their key role in molecular cloning. Give it a GO
2. Transformation Introduce recombinant plasmids into competent cells using heat-shock method, completing a full gene delivery experiment. Give it a GO
3. Digestion and Ligation Use restriction enzymes to cut DNA and ligase to insert a DNA fragment into a plasmid, providing an intuitive understanding of the “DNA assembly” process. Give it a GO
4. PCR amplification Set up templates, primers, reaction mixtures, and cycling conditions to simulate a complete PCR process, learning methods of gene detection and verification. Give it a GO
Part II: Cell Biology Experiments
5. Cell thawing Experience the complete process of thawing frozen cells, including rapid water-bath warming, centrifugation to remove cryoprotectant, and resuspension, mastering key points of cell recovery. Give it a GO
6. Cell passage Perform trypsin digestion, centrifugation, resuspension, and reseeding of adherent cells in a virtual culture environment, gaining insights into cell growth, density control, and culture maintenance. Give it a GO
7. Cell freezing Harvest, count, and centrifuge cells, add cryopreservation solution containing DMSO, resuspend, and aliquot cells, learning the basics and principles of long-term cell storage. Give it a GO
8. CCK-8 assay Simulate adding CCK-8 reagent and reading absorbance values, learning how to evaluate cell proliferation and drug treatment effects. Give it a GO
9. Cell transfection Choose suitable transfection reagents and plasmid DNA, simulate mixing and incubation, and deliver complexes into cells, mastering the basics of introducing foreign genes into mammalian cells. Give it a GO
10. Cell infection Set MOI, virus type, and infection time to simulate viral infection of mammalian cells, understanding virus-mediated gene expression and its applications in research. Give it a GO
After we launched the Virtual Laboratory, students from the NENU Affiliated High School explored our platform with great enthusiasm. We were glad to find in the teachers' feedback that over 97% of them completed all experiments and could explain the principles, materials and procedures involved. Designed for the general public, it is also available for other iGEM teams to adopt, and thereby potentially engaging an even wider community. Science comes alive to many people only when they could actually practice. We hope our virtual lab sparks curiosity in synthetic biology and inspires more to explore. Education Platform We have always hoped that everyone, regardless of age or background, can experience the unique appeal of synthetic biology. Guided by this belief, we have developed a dedicated synthetic biology learning platform, aiming to bring knowledge of synthetic biology from a niche community to the public. The platform hosts our teaching material Synthetic Biology in Seven Days along with video lessons, available in three versions tailored for different age groups.
Basic Edition Designed for primary school students, this version introduces iGEM and fundamental concepts of synthetic biology in simple but en- gaging language, fostering earlystage understanding. Intermediate Edition Aimed at high school students, this edition provides deeper insights into the key principles of synthetic biology. Supplementary audio ma- terials support flexible learning and help culti- vate systematic understand- ing and scientific thinking. Advanced Edition Developed for university students with certain prior knowledge, we discuss cutting-edge technol- ogy and applications, ethical considerations of syn- thetic biology, and highlight exemplary iGEM proj- ects to stimulate research interest and foster inno- vation capabilities.
Here is our education platform, or you can click here to use it in fullscreen.
CJUH-JLU-China ∣ 教育平台 CJUH-JLU-China ∣ Education Platform
七天速成合成生物学 Synthetic Biology in Seven Days
《七天速成合成生物学》是一套聚焦合成生物学与iGEM的科普教材，该教材不仅涵盖中英文双语版本，还通过“基础版、进阶版、高级版”的分层设计打破语言壁垒，满足不同年龄段人群的学习需求。同时，该教材依托CJUH-JLU-China团队独家打造的线上教育平台进行推广，平台中配备视频讲解辅助学习。我们希望《七天速成合成生物学》系列教材能借助多媒体的力量，全面推动合成生物学的普及与传播。 Synthetic Biology in Seven Days is a popular science book series focusing on synthetic biology and iGEM. The series is available in both Chinese and English with tiered editions ranging from basic, intermediate to advanced, aiming to break the language barriers and matches needs of different age groups. Online resources including videos and education platform developed by CJUH-JLU-China are also provided. We hope Synthetic Biology in Seven Days series can comprehensively advance the popularization of synthetic biology with the help of multimedia.
儿童版 Kids (< 13 years old)
Chapter
1
2
3
4
5
6
iGEM竞赛简介 iGEM Introduction 基础版 / 第一章 Basic Edition / Chapter 1
小实验，大奇迹 Little Experiments, Big Magic 基础版 / 第二章 Basic Edition / Chapter 2
拼搭生命小积木 Building with Life Blocks 基础版 / 第三章 Basic Edition / Chapter 3
细胞里的“小小建筑师” Tiny Builders inside Cells 基础版 / 第四章 Basic Edition / Chapter 4
生命的神奇指令 Secret Instruction of Life 基础版 / 第五章 Basic Edition / Chapter 5
安全第一，科学第二 Safety First, Science Next 基础版 / 第六章 Basic Edition / Chapter 6
初高中版 School student (13 ∼ 18 years old)
Chapter
1
2
3
4
5
6
iGEM竞赛简介 iGEM Introduction 进阶版 / 第一章 Intermediate Edition / Chapter 1
奖项与案例解读 Award Criteria and Case Interpretation 进阶版 / 第二章 Intermediate Edition / Chapter 2
基础理论 Basic Theory 进阶版 / 第三章 Intermediate Edition / Chapter 3
实验技术篇 Experimental Technology 进阶版 / 第四章 Intermediate Edition / Chapter 4
设计建模篇 Design Modeling 进阶版 / 第五章 Intermediate Edition / Chapter 5
伦理安全篇 Ethical Safety 进阶版 / 第六章 Intermediate Edition / Chapter 6
大学版 College student (> 18 years old)
Chapter
1
2
3
4
5
6
iGEM竞赛简介 iGEM Introduction 高级版 / 第一章 Advanced Edition / Chapter 1
奖项与案例解读 Award Criteria and Case Interpretation 高级版 / 第二章 Advanced Edition / Chapter 2
基础理论 Basic Theory 高级版 / 第三章 Advanced Edition / Chapter 3
实验技术篇 Experimental Technology 高级版 / 第四章 Advanced Edition / Chapter 4
设计建模篇 Design Modeling 高级版 / 第五章 Advanced Edition / Chapter 5
伦理安全篇 Ethical Safety 高级版 / 第六章 Advanced Edition / Chapter 6
CJUH-JLU-China 吉林大学中日联谊医院 China-Japan Union Hospital of Jilin University
关于团队 About our team
语言 Language 选择界面的语言 Select the interface language of the platform
English English 中文 中文
关怀模式 Accessibility Mode 关怀模式下界面放大字体和增大按钮大小 Font and button size will be enlarged in accessibility mode
开启 On 关闭 Off
iGEM竞赛简介 iGEM Introduction 基础版 / 第一章 Basic Edition / Chapter 1
Textbook (English) Textbook (Chinese)
在这一集视频中，我们通过生动的画面与趣味化的讲解，把项目比作一场科学游戏，展现了iGEM的乐趣。这种方式将抽象的科学内容与孩子们的日常生活相联系，不仅帮助他们建立对iGEM的基本认知，也激发了他们参与科学探索的兴趣。 In this episode, we highlight the fun of iGEM through vivid images, engaging explanations, and likening the project to a scientific game. This helps connect abstract scientific concepts with children's everyday lives, building a basic understanding of iGEM and sparking their interest in participation.
小实验，大奇迹 Little Experiments, Big Magic 基础版 / 第二章 Basic Edition / Chapter 2
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍了iGEM竞赛评选流程及评奖标准。通过动画演示，以一个故事串联起整个iGEM的发展历程，带领儿童进一步感知iGEM的魅力。 In this episode, we introduce the judging process and criteria of iGEM competition. Through an animation story video that ties together the entire development of iGEM, we guide children to appreciate the charm of iGEM.
拼搭生命小积木 Building with Life Blocks 基础版 / 第三章 Basic Edition / Chapter 3
Textbook (English) Textbook (Chinese)
在这一集视频中，我们借助孩子们熟悉的事物开展游戏式教学，介绍合成生物学的基本概念，帮助他们加深对合成生物学的理解，并进一步激发他们对iGEM的探索热情。 In this episode, we use games with things that children are familiar with to introduce the basic concepts of synthetic biology, enhancing their understanding of synthetic biology and further sparking their enthusiasm for exploring iGEM.
细胞里的“小小建筑师” Tiny Builders inside Cells 基础版 / 第四章 Basic Edition / Chapter 4
Textbook (English) Textbook (Chinese)
在这一集视频中，我们通过简单的动画来展现复杂的实验技术，如基因克隆、细菌培养、蛋白质提取，从而拓宽儿童视野，激发他们的想象力和创造力。 In this episode, we use animations to present complex experimental techniques, including gene cloning, bacterial culture, and protein extraction, thereby broadening children's horizons and stimulating their imagination and creativity.
生命的神奇指令 Secret Instruction of Life 基础版 / 第五章 Basic Edition / Chapter 5
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍iGEM竞赛中的建模、元件与工具等概念，并通过情景模拟以及适当的引导来培养儿童的责任感。 In this episode, we introduce the concepts of modeling, parts and tools in the iGEM competition. We use situational simulations and guided activities to enhance a sense of responsibility among children.
安全第一，科学第二 Safety First, Science Next 基础版 / 第六章 Basic Edition / Chapter 6
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍了iGEM的安全规范，强调科学探索应当既安全又负责，从而培养孩子的责任意识。 In this episode, we introduce the rules of safety in iGEM, emphasizing that science should be both safe and responsible, thus cultivating a sense of responsibility in children.
iGEM竞赛简介 iGEM Introduction 进阶版 / 第一章 Intermediate Edition / Chapter 1
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍iGEM竞赛的起源发展、项目赛道、奖项设置，为零基础的学生分享参赛建议。 In this episode, we introduce the history, villages, and awards of iGEM competition along with suggestions for startup iGEMers.
奖项与案例解读 Award Criteria and Case Interpretation 进阶版 / 第二章 Intermediate Edition / Chapter 2
Textbook (English) Textbook (Chinese)
在这一集视频中，我们详细介绍了iGEM竞赛评委评奖流程，以及全球大奖、金银铜奖、单项奖的获奖标准，并搭配相应案例进行解读。 In this episode, we introduce judging process and criteria for the Grand Prize, village awards, special prizes and gold, silver, bronze medals, supported with case study.
基础理论 Basic Theory 进阶版 / 第三章 Intermediate Edition / Chapter 3
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍合成生物学的定义、研究方法、核心知识及关键术语，分享iGEM竞赛优秀项目案例。 In this episode, we introduce the definition, research methods, core knowledge, and key terminology of synthetic biology, and share outstanding iGEM project cases.
实验技术篇 Experimental Technology 进阶版 / 第四章 Intermediate Edition / Chapter 4
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍合成生物学的设计与分析方法，并详细讲述了分子克隆、微生物培养、蛋白质表达与纯化等实验技术的实际操作知识。 In this episode, we introduce the design and analysis methods of synthetic biology and providing detailed explanation of practical information about experimental techniques such as molecular cloning, microbial culture, protein expression, and purification.
设计建模篇 Design Modeling 进阶版 / 第五章 Intermediate Edition / Chapter 5
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍iGEM竞赛中设计建模的重要性及其生物学基础，讲述了数学建模、计算工具、建模步骤等理论，分析基因回路设计。 In this episode, we introduce the importance of modeling in the iGEM competition and its biological foundations. In this part, we explain the theories of mathematical modeling, computational tools, and modeling steps, and analyze gene circuit design.
伦理安全篇 Ethical Safety 进阶版 / 第六章 Intermediate Edition / Chapter 6
Textbook (English) Textbook (Chinese)
在这一集视频中，我们探讨合成生物学的伦理挑战与伦理原则。 In this episode, we discuss ethical challenges and principles in synthetic biology.
iGEM竞赛简介 iGEM Introduction 高级版 / 第一章 Advanced Edition / Chapter 1
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍iGEM竞赛的基本信息、历史、规则及流程。 In this episode, we introduce the basic information, history, rules and procedure of iGEM competition.
奖项与案例解读 Award Criteria and Case Interpretation 高级版 / 第二章 Advanced Edition / Chapter 2
Textbook (English) Textbook (Chinese)
在这一集视频中，我们解读iGEM竞赛的评委评审流程，以及各类奖项的获奖标准，并结合案例说明评选要求。 In this episode, we introduce judging process and detailed criteria for each awards or medals, supported with case study of outstanding iGEM projects.
基础理论 Basic Theory 高级版 / 第三章 Advanced Edition / Chapter 3
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍合成生物学的目的、原理、学科交叉及伦理安全，以及合成生物学与iGEM的关联与应用。 In this episode, we introduce goals, principles, interdisciplinary nature, ethics, and safety of synthetic biology, as well as its connection to iGEM.
实验技术篇 Experimental Technology 高级版 / 第四章 Advanced Edition / Chapter 4
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍合成生物学相关实验技术。 In this episode, we introduce synthetic biology experimental techniques.
设计建模篇 Design Modeling 高级版 / 第五章 Advanced Edition / Chapter 5
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍合成生物学设计建模的基础理论及具体实践。 In this episode, we introduce basic theory and specific practice of synthetic biology modeling.
伦理安全篇 Ethical Safety 高级版 / 第六章 Advanced Edition / Chapter 6
Textbook (English) Textbook (Chinese)
在这一集视频中，我们介绍iGEM竞赛中的伦理与安全规范、合成生物学的伦理挑战及治理纲领。 In this episode, we introduce the ethical and safety guidelines of the iGEM competition, examine the ethical challenges and governance frameworks in synthetic biology.
良好的开始是成功的一半 The first step matters. 还没有开始学习哦~ Not yet started learning :)
All materials are available in both Chinese and English, lowering the language barriers, and facilitating outreach. In addition to Synthetic Biology in Seven Days, we also prepared a dedicated teaching resource for instructors, the Teachers’ Reference Book: All-ages Synthetic Biology (detailed in Education Map - Sustainability). Both materials have received extensive feedback from users of diverse backgrounds:
Primary school teacher I thought biology was too hard for kids, but this material really works - my students are excited about it!
High school student interested in biology Honestly, I rarely have time for extracurricular study. But the audio lessons are perfect - they're concise and fit perfectly into short breaks, like on my way to school.
University student preparing for iGEM I'd heard about iGEM from seniors, but I never really knew where to start. This course explains everything quite clearly, giving me lots of new ideas for preparation.
Student from a remote area We hardly ever get to learn about cutting-edge science, it kind of opened a new world to me.
The valuable responses are a huge inspiration, and ignited our passion to keep improving the platform and learning materials. Through this approach, we aim to break down the barriers of geography and resources, allowing knowledge to reach more learners and create a lasting impact. Education Map Introduction Education is a journey of continuous exploration. This year, we created an Education Map that vividly displays our path of science popularization. On this map, 23 schools across 15 cities in China, as well as 4 countries abroad serve as key coordinates, representing the 2791 participants' enthusiasm in synthetic biology. Each coordinate marks a place where synthetic biology education takes root, and young minds begin to grow in scientific understanding.
McGill (Canada) Lund (Sweden) Munich (Germany) NYUAD (UAE) Western China Central China Eastern China Northeast China CJUH-JLU-China Education Map
Our Education Map emphasizes breadth, inclusivity and sustainability. Through reflections and comparisons, we realized that relying solely on campus-based events or online materials might limit the reach of education, especially for children in remote areas and special groups. Hence, we applied a more proactive approach in parallel－bringing our efforts directly to schools and communities. To ensure lasting impact, we developed textbooks and teachers' reference books that continue to support classrooms long after our visits. Building on these practices, we further refined and improved our work through ongoing exchanges with both local and international iGEM teams. From the first step of exploration to building a broad education network, this journey has been full of vigor and potential. We believe that this ever-expanding map will encourage more and more people to learn about synthetic biology, and ultimately promote its development.
We took Ginzberg’s Career Development Theory as a reference to group children of different ages and interests into 3 stages-Fantasy, Tentative, Realistic, and designed educational activities accordingly, aiming to spark the participants’ desire in exploring synthetic biology.
Ginzberg's career development theory
Breadth
Fantasy Stage
Tentative Stage
Realistic Stage
Engaging the Public
Unleashing Imagination, Exploring the Unknown Children in the Fantasy Stage are full of curiosity and potential, and at this age they learn best through fun, hands-on experiences. With this in mind, we visited 3 primary schools and introduced synthetic biology with fun and attractive activities-in ways they can truly grasp, aiming to build a foundation for future learning.
  • At the JLU Affiliated Primary School (Nanling Campus), we blended science with art, inviting children to discover the wonders of biological inventions through painting.
  • At the Affiliated Primary School of Jilin University, we encouraged students to challenge their one-dimensional view of bacteria through hands-on exploration.
  • And for Grade 6 students at Dehui Experimental Primary School, we designed a lively game, where they could pick up biological knowledge in a playful way while building early scientific literacy.
For more details, try to click on the cards.
Exploring Interests, Learning Skills Between the ages of 11 and 17, young people begin to wonder what they enjoy and what they are good at. They are eager to explore their interests and develop new skills. At this stage, our programs focus on collaboration and hands-on practice, helping them discover their passions and strengths through teamwork while inspiring them to dive deeper into fields like synthetic biology.
  • At Changchun Jilong School (Middle School), we transformed complex biology concepts into tangible models, ensuring a smooth transition between middle and high school knowledge.
  • At NENU Affiliated High School, we hosted a workshop and focused on guiding exploration and developed experimental resources in response to students’ needs.
  • At Chaohu No.1 High School, Anhui Province, we focused on RNA structure prediction and AI applications, where an improvised interactive session fully ignited students’ enthusiasm.
  • At JLU Affiliated Experimental School, Changchun, we introduced two core logics of synthetic biology, while real-time polling and AI-based feedback analysis helped us precisely match students’ cognitive needs.
  • At Dehui Experimental High School, we conducted an ethics workshop, strengthening students’ awareness of ethical boundaries and connecting cutting-edge technology with social responsibility.
You can click on each card below for details.
Enhancing Abilities, Building Confidence For young people aged 17 and above, this is the stage where they begin to align their goals with their abilities and focus on mastering professional skills. They make thoughtful choices about their future paths and are ready to take concrete steps toward their careers. At Jilin University, we support them with academic lectures and iGEM courses, providing a dynamic platform for students to deepen their knowledge, develop their expertise, and showcase their achievements.
  • In the 2025 team recruitment sessions, we helped students from different majors find suitable groups through information sharing, experience talks and Q&A.
  • The “iGEM International Innovation Project Design” course offered students a chance in learning iGEM project selection, design and promotion.
  • The “iGEM Freshman Seminar” tailored content for freshmen, using case studies to deepen understanding and provide guidance on competition and academic paths.
Find out more in the cards below.
Science for Everyone Beyond the structured framework of Ginzberg’s theory, we also tried to engage the wider public. Unlike activities aimed at conveying cutting-edge scientific knowledge for school students, these programs pay attention to common concerns and aim to break down misconceptions, helping older adults or those with little prior exposure to synthetic biology overcome fear and build trust in science. At the same time, we share practical, health-promoting scientific tips for daily life, creating a warm, two-way dialogue that fosters understanding and appreciation of science. Click on the cards for more details.
Super Little Inventor
2025.3.14
25 participants
Affiliated Primary School of Jilin University (Nanling Campus)
Cell Kingdom on Kites
2025.4.11
40 participants
Affiliated Primary School of Jilin University
The “Science Carnival on Snakes & Ladders”
2025.5.8
106 participants
Dehui Experimental Primary School
The "Fuzzy Sticks" Activity
2025.4.3
38 participants
Jilong Middle School
Journey of Synthetic Biology
2025.1.20
60 participants
NENU Affiliated High School
Synthetic Future, Innovators Say
2025.1.20
500 participants
Chaohu No.1 High School
Exploring iGEM Online
2025.1.21
400 participants
Affiliated High School of Jilin University
Life Code Designer
2025.5.12
42 participants
Dehui Experimental High School
Team Recruitment & Popularization Session
2024.11.17
300 participants
Jilin University
The “iGEM International Innovation Project Design”
2025.2∼5
31 participants
Jilin University
The iGEM Freshman Seminar
2025.4∼5
10 participants
Jilin University
Science with Heart
2025.2.1
21 participants
the Qunying Community
Bridging Science and Society
2025.2.4
13 participants
the Huxi Community
Inclusivity
Braille Picture Book Special Education
A New Experience for Children with Visual Impairments
This year, we adapted our original picture book Invisible Bacteria into Braille, and delivered it to special education schools, enabling visually impaired children to explore bacteria by touch, fostering curiosity and broadening their scientific horizons. Their joy reinforced our commitment to education inclusivity.
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At Dehui Special Education School, we brought microbiology into the classroom with tactile models and colorful clay, turning invisible microbes into creations that could be touched and shared, letting each of the children find their own way into science.
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Special Education Equal Access to Science
Microbiology Comes to Dehui
From Game to Lab Rural Education
SynBio Outreach at Dongjian’an
For three years, our team has returned to Dongjian’an School, bringing synthetic biology into rural classrooms. This year, a new “Snakes & Ladders” science game and a live lab tour turned learning into play and discovery, sparking growing excitement for science.
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At Licun Middle School, students entered a hands-on “Auction of Genetic Components”. Using “gene coins”, they collaborated on challenges like plastic pollution and seasonal flu. Everyday analogies made synthetic biology more accessible, and by the end, students discovered that science could be fun and inspiring. This event has expanded to neighboring schools, connecting frontier biotechnology with rural education and sparking curiosity in over 200 young minds.
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Rural Education Auction to Inspiration
Exploring SynBio at Licun Middle School
Sustainability Teachers’ Reference Book: All-ages Synthetic Biology As we desire to pass synthetic biology knowledge on to more students by the means of empowering educators, we developed Teachers’ Reference Book: All-ages Synthetic Biology. Unlike a one-time outreach activity, this resource is designed as a sustainable tool that teachers can continuously integrate into their classes, helping students at different stages engage with synthetic biology in a way that fits their learning needs.
Promotion of the Teachers’ Reference Book
The book tailors its teaching focus to various educational levels. For example, for younger learners it emphasizes perception and inspiration through playful and intuitive activities while at the high school stage, it highlights critical thinking and application, guiding students to reflect on the relationship between individuals and society.
Tiered Content in the Teachers' Reference Book
To lessen teachers’ burden in practical use, the book provides clear learning objectives, step-by-step teaching guides, and activity designs, complemented by reflective notes on teaching highlights, challenges, and areas for improvement. This makes the resource not only easy to adopt but also adaptable to different classroom contexts.
Layout of The Teachers' Reference Book
Starting from Changchun, we promoted the book in both urban and rural schools, later bringing it to remote regions such as Xinjiang. We also collaborated with volunteer teaching teams, the university admission association and our student union, enabling this resource to reach 13 schools and nearly 900 students. By equipping teachers with sustainable teaching tools, we hope to ensure that synthetic biology education continues to grow and reach more classrooms over time.
Primary School (Chinese) Middle School (Chinese) High School (Chinese) Special School (Chinese) Primary School (English) Middle School (English) High School (English) Special School (English)
Exploring How iGEM Builds Undergraduates' Research Skills To better understand how iGEM helps undergraduates gain research innovation, teamwork across disciplines, and global perspective, our team PI Professor Xin Hu wrote an article titled “Participating in iGEM competition enhances research capabilities of undergraduate students through practical teaching”. This work focused on addressing the limitations of traditional undergraduate training－often characterized by teachers’ instructions, passive learning, a gap between practice and real research, lack of interdisciplinary integration, and single-dimensional evaluation－and proposed a sustainable model of science-education integration based on iGEM projects. The article targets two main audiences with tailored content. For teaching administrators and teachers, it introduces a “student-centered” teaching model, modular interdisciplinary course design, and a link between practice and competition. This ensures that teaching, competition, feedback, and iteration form a sustainable cycle for long term talent cultivation. For iGEM students and instructors, it outlines iGEM’s standardized processes and multi-dimensional evaluation system, while breaking down team CJUH-JLU-China’s interdisciplinary team building, phased guidance by experienced teachers, and inheritance of past experience. Together, these elements clarify the core pathways of project initiation, development, and optimization. Ultimately, the work treats iGEM not only as a scientific competition, but also as a sustainable educational platform that integrates research training, interdisciplinary collaboration, and international exchange. The insights here are shareable and adaptable, offering global iGEM teams a practical framework that can expand both the breadth of disciplines involved and the depth of participation, ensuring the healthy and continuous growth of the iGEM community.
Participating in iGEM competition enhances research capabilities of undergraduate students through practical teaching
the Myth-Busting Synthetic Biology Handbook As a rapidly developing field, synthetic biology is often misunderstood—some imagine scientists “creating life at will”, while others worry that iGEM projects could have harmful impacts in the future. To address these misconceptions, CJUH-JLU-China worked with 35 iGEM teams worldwide to co-create the Myth-Busting Synthetic Biology Handbook. This handbook handles common public misunderstandings of synthetic biology, clarifying six major myths from multiple perspectives such as technical principles, safety and ethical standards. It covers key topics including gene editing, engineered organism safety, synthetic products, and environmental risks, all presented in a scientific and accessible way to help foster rational public understanding. As the leading team for this initiative, we firmly believe that the progress of synthetic biology relies on public trust and understanding. Therefore through this handbook we not only clarified common myths but also built a bridge between science and society, so that more readers can see synthetic biology as it truly is, and hear the collective, rational voice of iGEMers, and perhaps even turn to love the field.
Smashing synthetic biology rumours science brochure
White Paper on Innovative Applications of Functional Nucleic Acids in iGEM This year, our project ABCS is a FNA(functional nucleic acid)-based effort in iGEM. To provide a platform and clear guidelines for “innovative practice and ethical safety” in iGEM and synthetic biology research, CJUH-JLU-China—serving as lead editor—collaborated with PekingHSC-China, ZJU-China, NNU-China, HZAU-China, and NJU-China to compile the White Paper on Innovative Applications of FNAs in iGEM Projects. For iGEM teams, this White Paper functions both as a “technical toolbox”－offering case studies for designing modules like targeted detection and intelligent regulation, as well as practical methods for delivery optimization and stability enhancement; and as a “compliance guide”－offering strategies to address ethical and bio-safety concerns and helping projects pass safety reviews. At the same time, it embodies iGEM’s spirit of “collaboration and sharing” by integrating the experiences of multiple teams, helping other teams avoid common pitfalls and efficiently move from ideas to implementation, thereby providing strong support for breakthroughs in the competition.
White paper on innovative applications of functional nucleic acids in iGEM
Interaction Feedback Loop Interaction and Innovation We went beyond traditional formats to design science communication activities that are both highly interactive and innovative. By linking synthetic biology with diverse activities, we encouraged participants to learn through active engagement and fun exploration. Click the cards for more details.
Apricot Blossom Festival: Spring in Pinwheels, Nature in Slides 2025.4.20 Nanling Campus, Jilin University
Synthetic Biology Fun Camp 2025.1.9-12 Song Zhiping Gymnasium, Jilin University
Debate on Ethics of IP in Synthetic Biology 2025.3.23 Qianwei South Campus, Jilin University
“Plasmid Construction, Campus Orienteering” Challenge 2025.5.18 Qianwei South Campus, Jilin University
“Bio-Melody”: Science Outreach at the Grassland Music Festival 2025.5.11 Xinmin Campus, Jilin University
Games We designed a series of synthetic biology–themed games as integral parts of our outreach. Whether at campus events, schools, or communities, we brought these games to diverse audiences, turning play into a gateway to science. Through fun and interaction, participants could explore synthetic biology concepts, sparking curiosity and fostering lasting interest.
Gene voyage More Details
Cellular Chess More Details
AdipoAlert: Tumor Signal Strike More Details
Snakes & Ladders More Details
Popularization To make synthetic biology more approachable and widen its reach, we actively carried out science communication on multiple social platforms. Through knowledge sharing, scenario-based learning, and interactive feedback, we brought synthetic biology closer to the public, making it easier for everyone , everywhere, to join in and enjoy the fun of science. Hopefully, these approaches can bring together broader social consensus and support for the future development of synthetic biology.
Podcast Series: Big Impact of the Micro World We produced a 6-episode children’s podcast series, each focusing on the fascinating role of microbes in daily life. For example, how yeast makes bread fluffy during fermentation, how certain microbes break down pollutants, and how gut bacteria affect digestion and immunity. Through these story-based explanations, children can understand the functions of microbes and eventually sense the close connection between microscopic life and our daily world. The content is now available on the audio platform Ximalaya, and we hope it can become a fun way for curious listeners everywhere to explore the world of life sciences at their own pace, or simply stumble upon the world of biology.
Popular Science Posts: Systematic Knowledge Sharing To help the public gain a structured understanding of synthetic biology, we published 7 popular science posts on WeChat. These posts were organized into a clear logical chain: starting with the basic question of “What is synthetic biology?”, then gradually extending to cutting-edge technologies in the field, and finally connecting them with iGEM project case studies, unpacking the full process—from initial lab design and experimental validation to real-world implementation. We worked on striking a balance between accuracy and understandability, with complex terms explained through everyday analogies. These articles have accumulated nearly 2,000 views, and data showed that readers particularly engaged with sections on “challenges in iGEM project implementation” and “connections to daily life”, highlighting interest in practical and applicable knowledge.
Event Recap Posts: Extending the Impact of Offline Activities Beyond science popularization, our recap posts extend the influence of offline education activities online. Following a “planning—execution—reflection” storyline, these posts combine text and photos to present the full picture: from planning discussions and material preparation, to on-site interactions and our reflections. We also shared our thinking behind the activities—for example, why we chose a particular experiment as teaching content, and how we balanced professionalism with participant engagement. Through this content, even those who could not attend in person can still explore the activities, understand the educational logic behind them and gain insight into our project. We also hope these posts can serve as a reference for other iGEM teams’ Education efforts, helping to advance synthetic biology education collectively.
REDnote Posts: Boosting Interaction & Communication REDnote is a social platform where younger people gather, here we posted some light and fun content on our team account, most of them mixed “knowledge cards + event highlights + interactive questions”. For example, we used “Understand 3 Core Applications of Synthetic Biology in One Image” to share key knowledge, “Fun Moments in the Lab” to show our everyday lab life, and “Which Part of Synthetic Biology Do You Want to Explore?” to spark conversation. People shared their curiosity or asked questions in the comments, and we make sure to reply to them regularly. We hope this back and forth communications keep everyone engaged and help us understand the public’s interest deeper, so our future posts can be more and more relatable and enjoyable.
Series Vlogs: Bringing Real Lab Life to Everyone We carefully produced a series of first-person Vlogs, which focus on the little details in the lab: from brainstorming experimental plans, to testing equipment, to the excitement of high-fives after overcoming challenges. By showing these moments, we hope to give people a more concrete sense that syn-bio researchers are not flawless machines, but ordinary people working with persistence and dedication, and bridge the gap between the public and the often-perceived inaccessibility of scientific research. We’ve shared these Vlogs on TikTok and Bilibili, and gladly we received feedback on them, such as “So many little twists in doing experiments!” and “Watching them work on the instruments made me suddenly understand how much patience research demands.”
Feedback and AI Analysis Every educational activity is a two-way journey of exchange and growth. We hope participants not only gain new knowledge and experiences, but also offer feedback that drive our continuous improvement. To capture these voices, we combine instant comments that capture the most genuine voices with AI-assisted analysis that helps us see the overall impact from a broader and more rational perspective. Together, these two approaches form a truly “living and breathing” feedback cycle for education. Real-time Comments: Genuine Voices During each event, participants’ comments serve as instant snapshots of their feelings and experiences. Unpolished and spontaneous, they often carry the most authentic emotions.
Genuine Voices
Importantly, we ensure that such comments don’t lose their value once the event is over. After each event we carefully revisit and recapitulate them. Through this process, we identify what truly resonates with participants and where to improve. While positive feedback help us decide what to carry forward, we pay special attention to criticizes, turning issues into concrete examples and real adjustments for future similar events. Once they are implemented, we collect the next round of real-time comments to check whether the fixes worked. This approach has helped us address issues raised in our early activities such as content being “too dense” and activities feeling “less interactive” by breaking complex knowledge into smaller, clearer steps and by designing varied interaction formats tailored to participants’ age and cognitive level, making our education more engaging and understandable. The details that surface repeatedly in comments provide us with concrete and genuine reference points, reminding us that education is not a one-way delivery, but a process of mutual learning with participants. It is through these voices that we continue to move closer to people’s real needs. Each piece of feedback is like a guiding light, helping our “Iterate” educational philosophy to take deeper root. Educational Feedback Loop We collected 1600+ valid responses across our activities through questionnaires. Faced with such a large and complex dataset, and to ensure that every piece of feedback could be fully utilized, we built an “educational feedback loop” with the help of AI. This allows us to interpret feedback more comprehensively and effectively, providing a rational evaluation of our educational activities and supporting continuous improvement. The feedback loop consists of three layers: data, analysis, and application.
AI-assisted Feedback Loop
Data Layer: Let Every Voice Be Heard The data layer consists of 1,617 questionnaire responses, accounting for 57.94% of all participants. Preliminary analysis shows that respondents represent diverse ages, regions, and backgrounds. Throughout the data collection process, the privacy and personal information of special groups were strictly protected and handled according to regulations.
Feedback Recipients Information
The feedback covers 5 key dimensions: comprehension, practicality, interactivity, fun & curiosity, and overall satisfaction, with detailed data as follows:
Comprehension Assessment
Comprehension Assessment
Practicality Assessment
Fun & Curiosity Assessment
Interactivity Assessment
Satisfaction Assessment
Analysis Layer: Making Feedback Alive with AI After collecting and preliminarily organizing the data, we used DeepSeek to analyze the collected feedback and, combining AI-driven insights, translated the results into a radar chart for clear visualization. The analysis focused on 5 core dimensions to generate a systematic evaluation:
Radar Chart for Educational Activity Evaluation
Introduction of dimension
Dimension Introduction
Comprehension Measures the clarity of participants' understanding of synthetic biology's core concepts and in-depth principles.
Fun & Curiosity Assesses the effectiveness of activities in stimulating participants' curiosity and desire to explore through gamified designs, artistic creations.
Practicality Focuses on the practical help of activity content for participants' learning and practice, including the integration of knowledge with daily life/research and the application value of hierarchical toolkits
Interactivity Evaluates participants' experience satisfaction in hands-on practices, team collaboration, and real-time feedback.
Satisfaction Comprehensively measures participants' overall evaluation of activity content practicality, quality of guidance and support, alignment of outcomes with expectations.
Comprehension – 7.9
Strengths: Solid coverage of basic knowledge; 96.35% of participants clearly understood the core definitions of synthetic biology, and foundational concepts were conveyed accurately. Challenges: Recognition of advanced topics such as cell structure, gene-editing details, and problem-solving logic showed a 6.19% gap, indicating that complex content could be further broken down. 3D models and micro-case simulations could help strengthen understanding.
Practicality – 9.2
Strengths: 97.34% of participants acknowledged the practical benefits of applying knowledge to daily life or research, demonstrating an effective learning-to-practice transfer. Challenges: 2.66% of marginal participants reported limited help, suggesting the need to refine application scenarios further.
Fun & Curiosity – 8.2
Strengths: 74.52% of participants reported a significant increase in curiosity, validating the appeal of gamified and artistic designs. Challenges: 5.31% of participants experienced limited curiosity growth due to restricted autonomy; layered designs for triggering interest may be needed.
Interactivity – 8.7
Strengths: 85.71% of participants enjoyed hands-on operations and team collaboration, confirming the core interactive design. Challenges: Complexity of operations and limited support for special groups affected 4.81% of participants; improvements could include voice guidance and tactile models.
Satisfaction – 9.4
Strengths: 98.22% of participants were highly satisfied with content practicality, guidance quality, and outcome alignment, with only 0.93% expressing dissatisfaction. This confirms the high overall design quality, making satisfaction the benchmark among the five dimensions.
Application Layer: Turning Feedback into Action With certain support of AI analysis, we organized and reflected on the outcomes of this year’s educational activities. Through this process, we identified several strengths, including a clear educational philosophy with a closed-loop framework, a broad and inclusive coverage of participants, innovative formats that support knowledge sharing and engagement, and a feedback mechanism that enables continuous improvement.
Strengths and weaknesses
At the same time, we also recognized that some areas require further refinement. In particular, participants aged 11–17 showed difficulties in understanding complex principles such as cell structure and gene editing. We are planning to introduce approaches such as gamified challenges and AR-based visual tools to help translate abstract concepts into more understandable, concrete experiences. We also found that the learning experiences of certain minority groups were not always sufficiently adapted to their interests and backgrounds. To address this, we intend to adopt a more layered and tailored design—for example, connecting younger participants (aged 11-13) with life-related cases, engaging older participants (aged 14-17) in logic-driven exploration, and incorporating creative elements such as art-based activities. Every piece of feedback encourages us to look more closely at participants’ needs. Each dataset, when analyzed with AI, provides us with clearer directions for refinement. Going forward, we hope to apply these insights to next year’s activities, trying to reach a higher level of quality and impact. Conclusion Over the past year we carried out a focused educational effort guided by the principle “Broaden–Deepen–Iterate–Sustain”. Building on the Situation-Task-Action-Result model, we designed interactive synthetic biology activities for participants at different points in their learning journeys to engage. From careful planning and implementation to objective review of outcomes and targeted adjustments, the whole process was an exercise in two-way education: listening as much as teaching. We deliberately pushed beyond the classroom. A virtual lab was created to remove physical and technical barriers of laboratory operations; the iGEM education platform became a shared online space for learning; our education map not only helped make resources more widely accessible, but also built in considerations of sustainability and inclusivity; at the Apricot Blossom Festival we brought the microscopic world to the public; and games like Gene Voyage and AdipoAlert conveyed core concepts in an engaging way. With all the positive feedback, we believe these activities, taken together, have helped synthetic biology take root in the minds of a broader audience. At the same time, our own analysis and reflection carried out with AI-assisted data processing made us aware of where we need to improve. Going forward, we intend to refine activities by age and cognitive level to achieve a greater depth, and tailor content with regional teachers specifically for rural and special education settings so our educational resources can truly take root locally. Through this year’s journey, we have come to realize that education is not only about sharing knowledge, but also about listening, reflecting, and growing together with participants. The most valuable gains were not the number of events, but the sparks of curiosity and the connections we built along the way. Looking ahead, we hope to let our education continue to extend through ongoing iteration—so that every small step may kindle a brighter light for the future of synthetic biology.
Super Little Inventor 2025.3.14 · 25 participants · Affiliated Primary School of Jilin University (Nanling Campus)
Cell Kingdom on Kites 2025.4.11 · 40 participants · Affiliated Primary School of Jilin University
The “Science Carnival on Snakes & Ladders” 2025.5.8 · 106 participants · Dehui Experimental Primary School
The "Fuzzy Sticks" Activity 2025.4.3 · 38 participants · Jilong Middle School
Journey of Synthetic Biology 2025.1.20 · 60 participants · NENU Affiliated High School
Synthetic Future, Innovators Say 2025.1.20 · 500 participants · Chaohu No.1 High School
Exploring iGEM Online 2025.1.21 · 400 participants · Affiliated High School of Jilin University
Life Code Designer 2025.5.12 · 42 participants · Dehui Experimental High School
2025 iGEM Team Recruitment & Popularization Session 2024.11.17 · 300 participants · Jilin University
The “iGEM International Innovation Project Design” Course 2025.2-5 · 31 participants · Jilin University
The iGEM Freshman Seminar 2025.4-5 · 10 participants · Jilin University
Science with Heart: Interactive Learning at Qunying Community 2025.2.1 · 21 participants · the Qunying Community
Bridging Science and Society: Discussion & Reflection at Huxi Community 2025.2.4 · 13 participants · the Huxi Community
Braille Picture Book: A New Experience for Children with Visual Impairments
Curiosity Without Boundaries: Microbiology Comes to Dehui 2025.5.14 · 24 participants · Dehui Special Education School
From Play to Discovery: SynBio Snakes & Ladders at Dongjian’an 2025.7.13 · 51 participants · Dongjian’an School, Shanxi Province
Strategy Meets Science: Hands-on SynBio at Licun Middle School 2025.7.14 · 223 participants · Licun Middle School, Shandong Province
Apricot Blossom Festival: Spring in Pinwheels, Nature in Slides 2025.4.20 · Nanling Campus, Jilin University
Synthetic Biology Fun Camp 2025.1.9-12 · Song Zhiping Gymnasium, Jilin University
Debate on Ethics of IP in Synthetic Biology 2025.3.23 · Qianwei South Campus, Jilin University
“Plasmid Construction, Campus Orienteering” Challenge 2025.5.18 · Qianwei South Campus, Jilin University
“Bio-Melody” — Science Outreach at the Grassland Music Festival 2025.5.11 · Xinmin Campus, Jilin University
Gene voyage
Cellular Chess
Adipoalert: Tumor Signal Strike
Snakes & Ladders
Getting in touch with synthetic biology early can spark kids’ curiosity. We visited the JLU Affiliated Primary School (Nanling Campus) and hosted an educational activity called “Super Little Inventor”, blending science with art. During the class, we introduced synthetic biology through vivid examples like glowing plants and plastic-eating bacteria. These fascinating concepts instantly captured the children’s attention, inspiring them to brainstorm their own “bio inventions”. When it came to the “Draw Your Super Bacterium” session, the children's creativity instantly came to life! With markers and colored paper, the children freely created their imagined “super bacteria”: some floating like dandelion seeds, while others spinning like tiny gears. Each artwork was a delightful showcase of their wild imagination. After the event, the children shared their reflections on sticky notes. One read, “Bacteria are so amazing, they can do so many things!”The children's enthusiasm proved how powerful it is when science meets art, the collision sparked boundless creativity.
We noticed that for primary school students, the real value of education lies in practice and in shaping how they see the world, instead of pure concept memorizing. At the Affiliated Primary School of Jilin University, our team led 40 young students to explore the wonders of the microscopic world through the creative event “Cell Kingdom on Kites”. In the class, we introduced cells as the basic units of life, explaining that the human body is made up of tens of trillions of them, and each has its own role. We explained the characteristics and functions of various cell types like red blood cells and neurons. When it came to bacteria, one curious student asked: “Aren’t bacteria bad?”, and the team patiently explained how some cause illness while others help with digestion, breaking stereotypes with real-life examples. Afterwards, the children teamed up to paint colorful cells and bacteria on kites. Laughter and curiosity filled the air as they proudly displayed their creations and posed for photos. Their teachers appreciated how the activity encouraged students to adopt a more balanced perspective, helping them avoid black and white thinking and instead understand the world in a more objective and comprehensive way.
As sixth graders prepare to enter middle school and encounter biology for the first time, this is the perfect timing to nurture their scientific literacy. On May 8, our team brought an inspiring synthetic biology class to Dehui Experimental Primary School. To bridge cutting-edge science with children’s cognitive levels, we transformed complex synthetic biology concepts into a “Life Bricks” game. Each colored brick represented a gene fragment with a specific function. Some could generate fluorescence, others could promote substance synthesis. We explained how scientists combine these “Life Bricks” to give microbes new abilities. Next, the students teamed up for an exciting game of Synthetic Biology Snakes & Ladders. Rolling dice, answering questions, climbing ladders, avoiding snakes... Every move blended learning with play. The room buzzed with laughter, teamwork, and lively discussion. Check the game rules at: Game-Snakes & Ladders. “This is way more fun than just reading from a book!” one student exclaimed. For us, iGEM education is never just about passing on knowledge, the essence lies in the joyful explorations.
At Jilong Middle School in Changchun, we hosted a science outreach event for 38 students preparing to enter high school－a stage where gaps in knowledge often cause learning hurdles. We kicked off with an engaging video that took students into the microscopic world, highlighting cell basics and the nucleus’s role as the control center of genetic information. As we hope to make these concepts tangible, we prepared models of bacteriaphages and the DNA double helix in advance. During the hands-on session, students built cell structure models using colorful fuzzy sticks. Some worked independently at first, then eagerly teamed up with others to create more complex structures. Heated conversations and shared ideas filled the room. Here, connections were built, both between the parts of a cell and among curious minds.
To help high school students who are enthusiastic about biology explore scientific questions and discover their future research interests, we hosted an “iGEM Village Planning Workshop” at NENU Affiliated High School, bringing together students, teachers and parents. The team introduced the villages of the iGEM competition and spotlighted three 2024 teams—Marburg, JU-Krakow, and our own CJUH-JLU-China—sharing insights into the projects. Students were then divided into four groups for a discussion centering “What would you do with synthetic biology?”
  • The Agriculture group envisioned rice that thrives in saline soils.
  • The Energy group imagined E. coli equipped with solar panels.
  • The Environment group proposed bacteria breaking down microplastics in oceans.
  • The Medical group focused on targeted attacks on cancer cells.
The workshop enhanced students’ envision of career development through synbio problem-solving. Afterwards, teachers expressed a wish for opportunities that students could practice lab techniques for their ideas ahead of time. Inspired by this, we developed 10 virtual labs covering common synthetic biology techniques. (Click to go to: Virtual Laboratory) Through teachers, the platform reached all students, easing their first steps into the world of synthetic biology experiments.
At Chaohu No.1 High School in Anhui Province, we hosted a themed activity titled “Synthetic Future, Innovators Say” to broaden students’ understanding of cutting-edge synthetic biology. To foster interest, first we invited students to try out our original game, RevPipes, engaging them with synthetic biology concepts in a fun, relaxed atmosphere. How can we best help high schoolers grasp RNA structure? After reviewing high school biology textbooks, we introduced with an illustrative animation how AI tools like iPKnot++ combine machine learning with thermodynamic principles, ultimately overcoming the limitations of traditional RNA folding prediction methods. Then as we approached the end, a sharp question was raised by one student: “AI needs a lot of known RNA structures to learn from, but how do we predict since there aren’t enough long-strand RNA data currently?” We discussed the question, which resulted in an impromptu workshop where we guided students through actual iPKnot++ operations, turning theoretical discussions into practice. By the end, many students had grasped basic RNA prediction techniques and successfully modeled simple RNA structures. As they left with new skills and burning questions, we witnessed the first sparks of those who could become great scientists.
Our team hosted an online science talk on core iGEM technologies for students at JLU Affiliated High School in Changchun, focusing on balancing technical depth with accessibility to teenagers, since we expected to truly meet their academic needs. We introduced two key synthetic biology themes: gene editing for microbe-based plastic degradation, explained through real cases; and the design of biological parts for cellular storage, a more specialized topic. Moving on, students voted online for their favorite topic during a live 10-minute poll. The gene editing theme won with 68% support. We then fed the voting data to AI, which suggested adding more everyday examples to boost understanding. This event was designed to bring cutting-edge synthetic biology closer to more students. Their feedback will guide us in tailoring future courses to reach the right balance between technical rigor and understandability, ensuring our content truly resonates.
As science breaks new ground, how do we keep ethics in focus? At Dehui Experimental High School, we invited students to “Life Code Designers”, an activity exploring synthetic biology’s role in daily life. We kicked off by asking, “What does synthetic biology bring to us?” Students quickly saw how science shapes people’s daily lives. To deepen their understanding, we held a spirited debate on ethical limits—when humans become creators, where lie the boundaries? Divided into two teams, students shared different views, and eventually realized that science needs both creativity and restrictions. Closing reflections revealed fresh insights: “Science isn’t free reign; it needs boundaries.” As their thoughts on sticky notes formed the letters “iGEM”, it was clear that the event linked innovation with social conscience－students came to understand that true designers of life’s code don’t lose themselves in technology, but stay grounded in responsibility, creating work that genuinely serves our society.
To kick off our 2025 journey, we hosted a recruitment talk, creating a platform for students eager to step into iGEM at Jilin University. The session started with our PI introducing the competition, and then leaders of different groups shared their own experiences in the previous year, giving potential newcomers a clear picture of our work and passing on valuable insights. In the Q&A part, we highlighted the competition’s openness: in our team, computer science students have led modeling and coding, while business students have supported project operations and outreach. With tailored training and “senior-to-junior” mentoring, students from all backgrounds can find their role here. The experience shared by senior members and the fresh ideas of new recruits ensures that our iGEM team keeps moving forward with both strength and vitality.
Considering that many undergraduates might not have the opportunity to encounter and explore deeper in synthetic biology, our PI Professor Xin Hu provided the course “iGEM International Innovation Project Design” available for all students at Jilin University. In the course, students were guided through an immersive experience of this year’s project selection process. Members of our experiment team presented their work on stage, sharing every step — from idea generation and proposal discussions to feasibility analysis — giving students a direct and comprehensive view of how an iGEM project develops. We’ve attracted students from medicine, mathematics, business, and other disciplines to attend, and learn about the innovation and challenges inherent in iGEM competitions. Moreover, to better assess students’ understanding of iGEM projects, we encouraged participants to design iGEM-related content aligned with their own majors. This allowed them to share ideas and professional knowledge while experiencing the details and practical aspects of iGEM.
First-year undergraduates often enter university with limited knowledge, yet they are full of curiosity and a strong desire to explore. Therefore our seminar was not only intended to offer students a systematic understanding of iGEM at the very beginning of their academic journey, but also to spark their potential interests and inspire them to engage with synthetic biology. Through 16 sessions, our current team members shared their own experiences in project development and preparation, helping freshmen gain a first-hand experience of skills, teamwork, and creativity required in the competition. In the final stage, each attendee was asked to present an analysis of a gold medal project from past iGEM competitions, and Professor Xin Hu gave feedback to each of them. Through the combination of peer sharing and expert guidance, we intended to encourage students to think critically, improve their ideas, and build confidence. By this means, we might attract more young scholars to explore the world of synthetic biology and innovation.
In collaboration with Jilin University’s UI Volunteer Association, we hosted an interactive synthetic biology event specialized for the group over 65 years old at the Qunying Community in Changchun. The event combined medical terms with interactive activities. By understanding the community’s needs and interests, we transformed synthetic biology concepts into relatable, everyday terms. In a game of charades, participants enthusiastically guessed terms like “heart medicine” and “diabetes”, sparking lively engagement and laughter. Afterward, we accompanied participants on a walk through Nanhu Park, blending the restorative power of nature with scientific discussion. During these conversations, we bridged potential applications of synthetic biology in disease prevention and drug development with topics of everyday health and well-being. Community leaders noted that the event went beyond traditional one-way communication, integrating synthetic biology with a human-centered approach to community engagement, and from our side it also provided us with genuine feedback.
At the Huxi Community, Changchun, we held a discussion-focused outreach, bringing together thirteen community members to explore the applications of synthetic biology and ethical considerations. Using multimedia presentations, we introduced breakthroughs in different fields such as healthcare and environmental protection in an accessible way. During the bioethics discussion, participants raised questions about the safety of synthetic biology products, leading to thoughtful conversations about the responsibility and societal impact of science. This event highlighted the integration of technology, ethics, and community engagement, fostering reflection alongside knowledge.
To ensure that visually impaired children could also enjoy the fun and knowledge of our original 2024 picture book Invisible Bacteria, this year we translated the book into Braille and printed it into beautifully crafted Braille copies, providing these children with equal access to science. The picture book tells an engaging story that introduces children to the shapes, habits, and potential risks of bacteria, along with knowledge about prevention. The Braille picture books have been delivered to special education schools, offering children an entirely new way to experience science. By touching the Braille text, they can explore the fascinating world of invisible bacteria. The books not only broaden their scientific horizons but also spark curiosity and inspire them to explore more about the world around them. Witnessing the joy on the children’s faces as they touched the Braille picture books was deeply moving. It genuinely motivated and inspired us to further embrace our social responsibility in promoting inclusive and meaningful education in the future.
When the team members stepped into the classroom of Dehui Special Education School, we were greeted by a group of children whose curious eyes revealed a deep desire to explore the world. Their eagerness to learn is no different from any other child’s—reminding us that science should embrace every eager mind. Using materials such as tactile models and colorful clay, we guided the children to explore the shapes, structures, and characteristics of bacteria in an engaging and multi-sensory way. During the collaborative session, each student found their own way to engage: we saw a boy in a wheelchair carefully selecting colors for his group, a young kid with autism crafting a detailed bacterial model, and a visually impaired girl decorating her creation by touch. Around them, the entire class was deeply engaged, sharing materials and ideas. By touching and shaping the models, abstract scientific concepts became tangible and easier to remember. Our goal is to promote equity in science education, and we hope that these activities will help these children gain a deeper understanding of microbes and the fascinating world of microscopic life, experience the wonder of science, and be inspired by its charm.
For many rural children, seeing a real laboratory for the first time brought not only curiosity but also connection to the future. Our team has been committed to rural education, returning to Dongjian’an School for 3 consecutive years to spark young minds with synthetic biology. Based on experiences gained from previous 2 visits, this year, we introduced a novel syn-bio Snakes & Ladders game (details at: Game-Snakes & Ladders). Students answered questions on the board, experiencing both the joy of success and the disappointment of setbacks—yet all within a relaxed and playful atmosphere. Afterwards, we held a live connection with our lab which allowed them to glimpse authentic experimental settings and expand vision beyond the classroom. Through these three years of continued outreach, we witnessed the growing desire for knowledge among rural children.
At Licun Middle School, we organized a hands-on “Auction of Genetic Components” event. Based on the idea of a “Future Biotech City”, students bid on genetic components using “gene coins” and collaborated to solve local challenges such as plastic pollution or seasonal flu. We explained synthetic biology and principles of genetic engineering with everyday analogies like “scissors” and “delivery trucks”, so that abstract concepts became both understandable and engaging. The classroom was filled with excitement and a collaborative atmosphere. By the end, students exclaimed in surprise that science could be so fun. The event has since reached 3 neighboring schools, involving more than 200 students, becoming a bridge that connects frontier biotechnology with rural education. 45 Years of Synthetic Biology 2025 marks the 45th anniversary of the first definition of synthetic biology, which was introduced by Hobom B. in 1980. We shared the development of synthetic biology over the past 45 years with students at Licun Middle School, and posed educational content through our team’s public WeChat account. Through this visit, we aim to bring synthetic biology to more children, particularly those in rural areas, and enable them to experience the charm of science.
The 10th Apricot Blossom Festival of Jilin University attracted over 120,000 visitors on campus and more than 600,000 viewers online, creating excellent opportunities for our science communication. We hope that, in the softest breeze of spring, we can share the warmest side of science—through content that resonates with different learners and invites everyone to explore. Building on this idea, we organized interactive activities at the festival, such as pinwheel DIY workshop and pop-up microscope sessions. With rich and adaptable content, the activities not only matched the public’s real cognitive pace but also addressed varied learning needs. Pinwheel DIY Workshop We prepared markers and a variety of syn-bio themed stickers for participants to decorate their pinwheels, along with tailored explanations for different age groups.
  • Children Using simple sticker patterns as a starting point, we helped them build an intuitive sense that “cells are the basic units of life.”
  • University students The stickers served as a bridge to explain the design logic of synthetic biology, linking to gene circuit design in iGEM projects for deeper discussion.
  • General public Instead of focusing on technical details, we emphasized how synthetic biology can address real-world problems, highlighting its practical value and social significance.
As the pinwheels spun in the spring breeze, we watched children proudly showing their creations and discussing the sticker patterns. Some parents also asked us about the science behind the stickers, nodding with appreciative smiles. Through the genuine interactions, we strive to make abstract knowledge more engaging. Pop-up microscope session We prepared safe plant slides such as pumpkin stems and broad bean leaves, and guided participants to observe structures like chloroplasts and cell nuclei under the microscope. To deepen engagement, we designed layered explanations and interactive question cards for different age groups, and when the fine structures of cells came into focus under the microscope, children responded with surprise and excitement, realizing for the first time that even tiny cells have such orderly arrangements and delicate structures. University students, after learning about the principles behind slice preparation, sparked new insights: “So this is how the slides we observe in the lab are actually made.” For the adult participants, observing plant slices turned into a moment of discovery, as they came to appreciate how much scientific knowledge is embedded in everyday life. Instant Photo Booth At the close of the event, we also set up an instant photo booth and used Polaroids to capture participants smiling with their pinwheels under the apricot blossoms, and hoped these photos could become warm and cherished memories of their experience with science. With each click of the camera, these pinwheels became the most popular "science postcards", and this was our way of ensuring they left with a warm and cherished memory of their experience with science. Through these familiar carriers, we built bridges that opened science to people of all ages, ensuring every person can walk away with insights into synthetic biology, while experiencing the warmth and wonder of a spring day.
The most consistent science mentors in a child’s life are often the people who accompany them every day. In conversations with families, we found many parents also quite curious about synthetic biology and eager to accompany their children in exploring it. Building on this shared enthusiasm, we designed a parent–child Fun Camp—“Exploring the Code of Life: A Journey into Synthetic Biology.” Before the event, we prepared a parent-child learning handbook that guides interactive parent-child activities during the games, making the activities both engaging and educational. The guide also included a few simple biology experiments that families could try at home, supporting continued exploration beyond the event. Throughout the camp, we were on site to guide activities and ensure safety.
  1. In the Cooperative Drum Game, while children focus on keeping the drum and ball moving in sync, parents can explain how the drum, ball, and pullers work together, drawing an analogy to the relationship between cells, intracellular substances, and organelles, helping children understand how coordination works inside a cell;
  2. In the Target-Throwing Game, which simulates gene targeting, parents can guide children during the throwing activity to think about the link between off-target throws and the concept of “off-target effects” in gene editing, offering a hands-on sense of precision in genetic modification;
  3. During the “Gene Chain Dragon Boat” activity, the teamwork involved in operating the inflatable dragon boat provides an opportunity for parents to explain the connection between gene chains and metabolic pathways, as well as the interactions between genes and proteins;
  4. In the Gene-Editing Basketball Challenge, where different colored hoops represent gene loci and shooting tasks as target gene, parents’ explanations can help children make the abstract concept of gene editing tangible and easy to grasp.
The event engaged students from elementary to high school along with their parents. By adopting a playful and interactive approach, it allowed young participants to gradually grasp the basic logic of synthetic biology. At the same time, parents, guided by the parent-child handbook and through their active involvement, strengthened communication and shared learning with their children.
To spark deeper reflection on syn-bio ethics and innovation, we hosted a debate centered the ethical implications of IP openness in synthetic biology, and invited the debate team from JLU School of Business and Management as our counterpart. Proposition (Advocating Greater Openness)
  1. Increasing openness promotes equitable access, allowing more people to benefit from scientific results;
  2. A more open collaboration model can accelerate technological iteration and innovation;
  3. Further openness helps mitigate systemic risks, and prevent worsening monopolization.
Opposition (Supporting Current Level of Openness)
  1. The current level of openness already balances research sharing with technological safety;
  2. Maintaining the status quo helps ensure technological quality and sustain innovation incentives;
  3. Existing openness policies, with tiered management, already balance the interests of various stakeholders.
From the cross-examination on “the iGEM’s open-source parts library and the boundary of commercial profit” to free debate over “risks of misuse”, “innovation incentives” and “industrial balance”, both sides grounded their arguments in real cases such as CRISPR patents and drug development costs. In their closing statements,
  • The proposition emphasized “Life’s code belongs to all humanity; further openness promotes equitable access and ethical responsibility.”
  • The opposition cautioned “Maintaining current openness safeguards safety and sustains innovation.”
The judges highlighted that the debate’s value lay in revealing the core ethical tension—balancing innovation with social responsibility. They noted that while the proposition’s call for greater openness was inspiring, the opposition presented more pragmatic arguments around risks and safeguards, ultimately convincing the panel with solutions such as tiered sharing. For us, this debate was more than a contest of arguments. We hope discussions like this can served as an exercise in responsible thinking, and inspire the participants to reflect on the societal impact of technology.
Movement itself sparks energy and engagement, creating a strong sense of participation and interaction. We hoped that even participants with no prior exposure to synthetic biology could still find curiosity and interest in the activity. With this in mind, we designed an orienteering challenge where knowledge and exploration would naturally come together through movement. The event centered on a “Plasmid Map Puzzle”. At the start, each participant received a puzzle board along with the “origin of replication” piece. The remaining four pieces were placed at different checkpoints. To collect them, participants had to answer basic synthetic biology questions at each station. We believe this combination of Q&A and physical activity helps make abstract concepts more tangible and allows participants to gradually deepen their understanding through the rhythm of running and thinking. The charm of synthetic biology lies in its cross-disciplinary nature. Students from seven majors, including Life Sciences, Medicine, Art and Computer Science, joined the event, and we were glad to see such diversity of participation, as we expect that activities like this can spark further curiosity and bring fresh perspectives to synthetic biology.
Amid the lively atmosphere of the grassland music festival, we introduced synthetic biology to students and staff in a relaxed and enjoyable way through “musical science communication”. Two interactive sessions were designed to combine scientific knowledge with musical elements. Synbio&Smile Smile Board At a booth in the music festival’s interactive zone, we set up the “Synbio&Smile Board”. After enjoying live music, participants drew their emotions on the board and received a science card titled “Mood & Genes”. Each card introduced the question “Why does music affect our mood?” and explained the link between gene regulation, neurotransmitter release, and emotional responses. Through this design, we transformed the act of “recording a smile” into an accessible way for participants to explore how biology connects genes with physiological and emotional reactions. Gene Melody Creation Workshop In this session, we provided participants with the Muse AI music creation app and a fun base-to-note rule: low C notes in the small octave for adenine (A), high C notes in the two-line octave for thymine (T), two-beat long notes for guanine (G), and half-beat short notes for cytosine (C). Participants could “translate” simple DNA sequences into their own melodies. As they composed, we casually pointed out the similarities between specific DNA sequences and unique musical rhythms, helping everyone get a sense of base-pairing rules in a playful way. By the end, when all the little melodies were combined, they formed a complete “genetic symphony”, revealing the “organized” nature of biological information. We hoped that through these interactive experiences, participants could gain a better understanding of synthetic biology concepts in a lighthearted atmosphere, while also enjoying the creative connection between science and music.
Board games like Ludo are popular for their simplicity and fun, especially among children. By incorporating synthetic biology concepts into the familiar gameplay, we redesigned the classic game into “Gene Voyage”. In Gene Voyage, players still roll dice to determine the number of steps to move forward. When landing on specific squares, they can collect corresponding biological elements. Once they gather a complete set of promoter, coding gene, and terminator, they can activate a pathway and gain extra rewards. This design resembles the process of constructing a genetic pathway, helping players understand its basic components through collecting and combining. Finally, the first player to precisely reach the bioreactor wins the game. The game also includes special mechanisms such as Gene Jump and Plasmid Flight. Under the “Gene Jump” rule, players’ pieces can skip a certain number of spaces, simulating the transfer of genes through homologous sequences. The “Plasmid Flight” mechanism allows pieces to fly directly to another specific area, similar to how plasmids serve as vectors for rapid gene transfer. Meanwhile, random events like Gene Contamination and Ethics Review add more strategy and scientific insight. When encountering “Gene Contamination”, the piece must move back two steps, simulating the negative effects of contamination in real experiments. “Ethics Review” requires players to skip one turn, emphasizing the importance of ethical norms in synthetic biology. Throughout the process, players collect biological components and cope with random events, learning core synthetic biology concepts while having fun. Join us in this fascinating Gene Voyage and experience what it feels like to be a genetic engineer!
Chinese chess has been treasured for over a thousand years for its strategic depth and universal appeal. We’ve infused synthetic biology principles into traditional chess to create Cellular Chess, allowing players to experience a classic game with a scientific twist. In the game, key chess pieces correspond to five core synthetic biology elements:
  • King - host cell
  • Rook - DNA polymerase
  • Cannon - CRISPR-Cas9
  • Advisor - transposase
  • Pawn - promoter
The board itself is specially designed: prokaryotic and eukaryotic cells form the opposing sides, dark and light zones simulate nucleoid/nucleus and peripheral areas, while the central zone represents the metabolic battlefield, giving players an intuitive view of cellular dynamics. We also set multiple victory conditions so that players, while arranging and maneuvering pieces, can naturally grasp core principles like gene editing and metabolic regulation. For example, using “CRISPR-Cas9 (Cannon)” to “attack” specific pieces lets players experience targeted gene editing, while advancing “Promoters (Pawns)” illustrates gene expression regulation. Through Cellular Chess, we hope to merge the challenge of strategic thinking with the excitement of scientific discovery. Whether you're a seasoned chess player or simply curious, the game invites you to explore new ideas and see synthetic biology from a fresh perspective.
As a playful extension of our project ABCS, AdipoAlert: Tumor Signal Strike transforms tumor biology experiments into a Werewolf-style tabletop game. Players draw identity cards, with 1–2 “tumor” players attempting to affect other players, while the “normal cell” players work together through discussion and voting to identify the tumors. Each round, the tumor players’ “night actions” and the group’s “daytime voting” simulate the dynamic interplay between tumor invasion and microenvironment defense observed in the laboratory. The game mechanics closely mirror core scientific concepts: the secretion of IL-6 and TGF-β by tumor cells, which disrupts the microenvironment, is represented by the tumor players’ disruptive actions; the ADAR gene detection system, used in experiments to recognize tumor signals, becomes the “Seer check” mechanic, allowing players to experience signal recognition as a tangible decision-making step; the mutually exclusive regulation of GeneX (repairing adipocytes) and GeneY (inducing tumor apoptosis) is reflected in the Witch’s “Potion/Poison cannot be used simultaneously” rule, faithfully recreating gene pathway exclusivity; even the luciferase markers for abnormal cells in experiments are translated into in-game information cues, giving players a way to trace causes of failure. With these designs, we enable players not only to enjoy strategic and educational gameplay but also to gain a general understanding of our iGEM project.
The Synthetic Biology Snakes & Ladders is created to make learning engaging for children and teenagers. By combining fun gameplay with scientific challenges, it turns abstract synthetic biology concepts into a hands-on experience. Moving from “START” to “FINISH” on a numbered board, players rolls a die to determine how many steps to move forward and answer questions on a linked quiz panel at each step. Landing at the bottom of a ladder lets the player climb up to the top, gaining an advantage, while landing on the head of a snake makes the player slide down to the snake’s tail, losing progress. The rules add unexpected twists, keeping the game engaging and challenging. Along the way, players can build foundational knowledge of cell biology, microbial traits, and genetic regulation, while sharpening critical thinking and decision-making skills.