Objective

Synthetic biology is a transformative field with the potential to solve major global challenges, but complex issues, including language and delivery methods, often exclude the less privileged. We aim to:

• Fill the gap between science and the general public, especially young students outside STEM fields.
• Include underserved and overlooked audiences, such as looked-after children, students in rural areas, visually impaired learners, and multilingual communities.
• Shift the culture of science communication to be more narrative-driven, multilingual, and emotionally resonant.

Audiobook

Audio Book & Inclusivity in Science Communication

Our audio book, Bubbles and the Deep Blue Garden, was designed not only to educate but also to include. Built around storytelling, accessibility, and language inclusivity, this project reflects our team’s belief that synthetic biology should be understandable, engaging, and empowering to all people, not just scientists.

Accessibility & Language Equity

We produced the audiobook in three languages:

• Traditional Chinese (for Local students and families)
• English (for global science outreach)
• Japanese (to reach our East Asian neighbors and collaborators)

This multilingual approach reflects our commitment to science, allowing us to reach diverse audiences who are rarely represented in synthetic biology education.

As an audio-first medium, the story is fully accessible to visually impaired learners, early readers, and students who benefit from auditory learning formats. Voice acting was done with clarity and warmth to ensure emotional connection and comprehension.

Publication & Distribution

To maximize reach and inclusivity, our audiobook was published through the Taiwan Digital Talking Books Association (TDTB), a non-profit platform that provides free access to audio materials for students with disabilities, reading difficulties, or limited access to print materials.

We also distributed the audio book via:

• QR codes at science outreach booths and school events
• Team website and social media to engage broader digital audiences
• School outreach events, where students could listen or scan QR codes
• Online platforms, reaching a wider international audience

Audiences included:

• Elementary and middle school students with limited science exposure
• Children with disabilities or different learning needs
• Parents and teachers looking for tools to introduce science in simple, inspiring ways

This strategic distribution allowed our story to reach classrooms, community centers, and homes across Taiwan and beyond—amplifying the message of environmental responsibility and making synthetic biology accessible in new and lasting ways.

To listen to our audiobooks in different languages, check out our YouTube channel, GEMS_Taiwan!

Impact on the Synthetic Biology World

By stepping outside conventional science media formats, we showed how narrative and empathy can advance synthetic biology literacy. The story didn’t just explain a concept—it let young listeners feel the problem, understand the science, and imagine the solution.

We believe this model can:

• Serve as a blueprint for future inclusive science education
• Encourage more iGEM teams to produce multilingual, accessible media
• Influence educators and communicators to value emotion and inclusivity as scientific tools

Inclusive Education

Inclusive education for vulnerable students

Background of the audience

This program was created specifically for students in grades 1 to 7, including those in under-resourced communities, with a strong emphasis on accessibility, interactivity, and cross-disciplinary learning. Given the wide age range and differing academic backgrounds of the students, the teaching process posed unique challenges. Younger children required more visual and story-driven content to maintain engagement, while older students needed slightly more structured information to remain intellectually stimulated. This diversity called for careful adaptation of our teaching plan to ensure that each child, regardless of age or learning level, could understand and enjoy the content while building confidence in science learning.

Huaxing Children’s Home is a residential facility for orphans and vulnerable children, aged 3 to 18, placed through government referrals. Unlike traditional schools, students at Huaxing face unique challenges such as limited access to consistent educational resources and fewer extracurricular learning opportunities. Children in institutional care often lack access to the types of exploratory, curiosity-driven learning that inspires long-term interest in science and sustainability. With their mission focused on compassion, stability, and future readiness, we saw an opportunity to support their values through an engaging and age-appropriate science education session.

We recognized that students in care facilities often have fewer chances to explore topics like synthetic biology or environmental science, despite their relevance to the world they’re growing up in. Understanding Huaxing’s emphasis on holistic development and life skills, we saw synthetic biology as a powerful tool, not just for knowledge, but for empowering students to imagine real-world solutions to global problems like waste and pollution.

Action

To align with the values and realities of Huaxing, we modified our “Enzyme Heroes: Save Our Clothes!” lesson plan by placing extra emphasis on hands-on activities. We ensured the activities promoted creativity and self-expression, matching Huaxing’s emphasis on emotional development. We focused on visuals, interaction, and relatable examples so that students of varying academic backgrounds could still fully engage.

To ensure our synthetic biology education could reach diverse age groups and learning contexts, we designed and implemented an elementary school lesson plan titled "Enzyme Heroes: Save Our Clothes!".

The lesson was structured around a 60-minute session, combining science, environmental awareness, and hands-on engagement. We used analogies, visuals, and games to communicate complex concepts like enzymes, DNA, and textile pollution.

Reflection

During the session, our team played the role of both educators and mentors, fostering a safe, encouraging environment where every child could feel successful. Being in line with Huaxing’s values, we framed science not as something abstract, but as a tool for kindness, environmental protection, and self-confidence.

One key takeaway was the overwhelmingly positive reaction from the students, many were eager to share what they learned and proudly showed off their activity results. However, we also recognized areas for growth. The varying attention spans and energy levels of the children posed challenges for timing and instruction flow. In the future, we plan to build in more structured transitions between activities, offer tiered tasks for different age groups, and include more sensory or movement-based elements to better support engagement across all learning levels. These improvements will help ensure every child remains supported and stimulated throughout the session.

By giving them this opportunity, we aimed not just to teach biology but to spark a sense of possibility. These students deserve access to the same future-focused education as their peers, and we saw this session as a small but meaningful step toward equity. By simplifying content, making activities inclusive, and prioritizing fun and empowerment, we brought the world of synthetic biology into a space where it rarely enters. We created an atmosphere where learning felt exciting, achievable, and personal, helping fulfill both our iGEM goals to inspire kids to participate in the synthetic biology field and Huaxing’s mission of preparing children for meaningful, confident futures.

Education For Rural School: Yifang Elementary School

Background Information

Yifang Elementary School is located in the rural Ruifang District and has a student population of fewer than 200 students. Rural schools in Taiwan often face limited access to resources and opportunities, yet their students are directly impacted by environmental issues. We selected Yifang Elementary because engaging with rural communities ensures that education is inclusive, reaching students who might otherwise be left behind.

Visions/Goal

Our goal was to educate students about climate change and the growing problem of textile waste while inspiring them to think critically about solutions. We aimed to spark awareness and action among students in rural areas, as they are especially vulnerable to environmental challenges.

Execution

Our team visited Yifang Elementary to teach around 38 fifth and sixth grade students. Since the school did not have an available lab, we used simple science demonstrations, interactive presentations, and fun games to immerse the students in the topic. These activities not only made the learning experience engaging but also ensured that the concepts were accessible and memorable.

Impact

The program successfully introduced climate change and textile waste issues to students in an interactive and relatable way. By tailoring our approach to their unique context, we helped students gain both knowledge and motivation to take action. This experience fostered critical thinking and empowered the students to begin developing their own solutions, ensuring that rural voices are included in the fight against climate change.

Final Reflection for the Inclusivity Wiki Page

Inclusivity isn’t a side project-it’s a scientific responsibility. Through this educational experience, we expanded the reach of synthetic biology to new audiences, demonstrating that even complex science can be communicated with clarity, compassion, and creativity. From our education at the Huaxing Children’s Home and Yifang Elementary School, we provided the children with access to scientific learning they rarely receive, empowering them with curiosity, confidence, and a sense of belonging in spaces where they are often overlooked. This experience also inspired us as educators; seeing the children’s excitement and resilience reminded us that inclusivity is not only about teaching science, but also about listening, adapting, and learning from the communities we serve. It strengthened our commitment to making science accessible and meaningful for all. We hope to allow the world to see the potential that comes with exploring science in an engaging and supportive environment, nurturing their curiosity and showing them that they are equally deserving of learning, discovery, and future possibilities in STEM.