Behind every diverse educational activity lies a solid foundation – the core principles that establish our rigorous approach to public education. We call this framework THICk: Thorough, Hands-on, Interest-guided, and Communication.

THOROUGH We must not only answer questions but also reshape fundamental understanding, addressing misconceptions about synthetic biology at their root.

HANDS-ON Theory and practice are inseparable — only with a solid knowledge foundation can people confidently apply concepts to daily life; conversely, practical understanding reinforces theoretical knowledge.

INTEREST-GUIDED We firmly believe interest is the best teacher. To truly embed synthetic biology concepts in people's hearts and minds, we must cultivate genuine enthusiasm.

COMMUNICATION Finally, our entire knowledge dissemination process is not one-way "instruction" but rather a two-way "dialogue". By continuously gathering feedback, we keep exploring suitable learning methods and content for each group, iterating and improving constantly.

Guided by the THICk framework, we have developed a multi-dimensional educational ecosystem that achieves diversity across both temporal-spatial dimensions and activity formats. Through four structured pathways tailored to elementary, middle, and high school students as well as adult learners, we deliver learning experiences that vary in duration, setting, and pedagogical approach—from single lectures to semester-long courses, from in-class demonstrations to community science events. This strategic variation in scheduling and format allows us to create both concentrated learning moments and sustained engagement, while adapting our methods to each group's unique learning needs. By designing multi-faceted initiatives that are diverse in both duration and delivery, we ensure synthetic biology education is accessible, impactful, and responsive to all learners.

While children's memory and curiosity are at their peak, their minds are like blank canvases waiting for new colors—making this the perfect moment to plant seeds of inspiration. Elementary students can recognize concrete ideas like building blocks or the shape of mold, yet remain unfamiliar with abstract genetic principles. By introducing synthetic biology at this stage, we meet them where their senses are most alive: turning complex ideas into playful exploration. With simple language, engaging slides, and hands-on activities, we not only spark curiosity but also open a rare window into a field still little known in China.

Our educational session at Shenzhen Futian Liyuan Foreign Language Primary School aimed to introduce fourth-grade students to synthetic biology. By using simple analogies like recipes and building blocks and extensive application examples, we introduced why DNA matters, and showcased four real-world examples of synthetic biology.

Noticably, we designed a drawing session, allowing the students to transfer what they have just learned to imaginative creatures. While some want to "combine the DNA of leaves and fireflies to make a glowing plant", others "integrate chicken with centipedes so we can have many roast chicken legs!", moving us with their unrestrained creativity.

To gather more qualitative feedback, we made a post-session quiz, which revealed a significant increase in comprehension: over 95% of students correctly answered questions about DNA and SynBio applications, with a correct rate of 5% more compared to the quiz before class. Besides, nearly 90% left with a positive view of the subject (62.2% of students asked questions during the class, and 27.0% even stayed after the lesson for more questions).

We also gathered feedback from the head teacher, Ms. Jiang, who observed with excitement that the session sparked real curiosity: "More than 10 students stayed after class, still emerging in what wonderful designs they and their peers had created!" Her words proved that this educational model—combining age-appropriate visuals with an interactive, dialogue-driven format—offers a replicable framework for engaging primary school students in synthetic biology and fostering collaborative learning.

After the lecture, some children came to us and queried: "could our creations be found in real-world applications of synthetic biology?" To nurture this budding interest, our exhibition is born, showcasing ten imaginative works designed by the students.

To affirm the value of their creative thinking in the context of synthetic biology, our team connected each of their "invented organisms" to existing examples. For instance, we linked one student's "flying snake" to a scientific case in which a rat was engineered with a mammoth gene for long hair, resulting in a visible phenotypic change [1] [2] .

These connections were visually presented through large posters displayed at the back of the classroom. Each poster concluded with thought-provoking questions related to the scientific and ethical dimensions of the examples. We also provided two types of "response sheets" to encourage reflective thinking—allowing students to freely express their ideas through both writing and drawing.

What surprised us most was that six students responded to the example of "poisonous wheat" with insightful answers. One noted, "Toxins could be introduced into wheat to help it develop resistance or antibodies against pests, thus controlling infestations. " [3] It was inspiring to see how the students internalized the synthetic biology mindset we introduced, applying it thoughtfully long after our initial lecture.

By validating children's creativity with real-world connections, we did not just teach synthetic biology—we planted seeds of critical thinking and ethical reflection, empowering a new generation to see themselves as active participants in shaping our biological future.

Secondary school marks the stage where students first encounter a broad range of scientific subjects, facing a sharp increase in academic pressure and often feeling overwhelmed. At this critical point, it is essential to help students realize that science is not just abstract knowledge from textbooks, but is closely connected to their daily lives—only then can their academic enthusiasm be truly ignited. Therefore, we introduced the field of synthetic biology and, through diverse hands-on activities, demonstrating the appeal of science to them, and assisting them in finding their specialty.

To bridge classroom learning with real-world scientific applications for secondary school students, we led an interactive synthetic biology workshop structured around progressive and immersive activities in Nanshan Foreign Language School, OCT Secondary School. By combining foundational biological concepts with an engaging, hands-on banana DNA extraction experiment, we sought to both strengthen their grasp of academic principles and spark sustained interest in the possibilities of synthetic biology.

Starting with key concepts, students advanced to a hands-on experiment and concluded by linking their observations to cellular mechanisms. Throughout the session, learners not only successfully isolated DNA but eagerly asked detailed questions to refine their methods—showing both engagement and a drive for precision.

The session achieved inspiring outcomes: 95% of participants demonstrated solid comprehension of core ideas such as the central dogma and real-life uses of synthetic biology. Students creatively applied their knowledge, suggesting innovations like boosting crop yields through engineered photosynthesis.

After the class, one student came up to share her thoughts, describing synthetic biology as "like being a designer—making the impossible possible." She mentioned that the experience had reinforced her interest in studying biology in the future. This genuine response highlighted how exposure to hands-on science can help shape young learners' academic aspirations.

Except for exclaiming the ability of SynBio, the girl who talked to us after the lecture expressed her confusion: "Sure I love the subject and want to major in it, but what does an actual synthetic biology job do?" Her words give us inspiration to organize a Corporate Tour in collaboration with Link Spider, a synthetic biology enterprise specializing in artificial spider silk.

Designed to offer a professional and in-depth view of the industry, the tour allowed students to explore the real-world biomanufacturing process during lab visit and participate in a hands-on workshop to spin protein into textile. One student described the experience as "beyond previous imaginations." Their curiosity was especially evident during the Q&A with CEO Mr. Wang, where they asked about the skills and traits needed to thrive in a synthetic biology company.

This engagement did not end with the tour—at our subsequent iGEM presentation, 6 out of the 8 attendees expressed strong interest in joining or even leading an iGEM team in the coming year.

This experience underscores how industry-academia initiatives can effectively bridge aspiration with action, offering the iGEM community a replicable model for inspiring the next generation of SynBio leaders through real-world exposure.

High school represents a pivotal stage where students begin constructing systematic and structured knowledge networks in biology. Within this framework, synthetic biology serves as a crucial node—bridging fundamental concepts of genes and proteins with real-world innovation. At this age, students not only possess sufficient academic maturity but also stand at a critical crossroads for future academic choices. By introducing them to the principles and possibilities of synthetic biology, we aim to ignite their scientific passion, encouraging them to explore and contribute to this emerging field.

Through tailored lectures, interactive activities, and creative learning tools, we strive to make synthetic biology accessible and exciting—empowering a new generation to pursue further studies or careers where biology, engineering, and ethics converge.

Our initiative addressed the limited exposure to synthetic biology in China's high school curriculum. Recognizing the academic pressures on students in grades 10–12, we designed an engaging session that aimed to reignite scientific curiosity and introduce meaningful academic and career pathways beyond exam-focused learning.

We delivered a 40-minute interactive lecture linking national syllabus concepts with real-world synthetic biology applications. Students explored genetic circuit design using BioBricks and developed a "synthetic biology mindset." The session concluded with an interactive quiz, reinforcing concepts through collaborative play.

Immediate feedback showed participants correctly answered 6 out of 7 key questions, demonstrating solid conceptual understanding. Students actively applied new knowledge, such as distinguishing prokaryotic from eukaryotic components. Engagement extended beyond the classroom—one student confidently explained the role of a promoter to her peer, showcasing peer-to-peer learning.

Teachers expressed strong support for sustained synthetic biology exploration. This valuable input laid the foundation for our subsequent educational format: we not only developed a regular newsletter but also delivered an online lecture at a high school in Chongqing. This two-dimensional approach—spanning both time and space—effectively promotes synthetic biology among high school students.

Following our initial in-person lectures in local high schools, we recognized the limitations of physical classrooms in reaching a wider audience. To overcome geographical constraints and expand the impact of our synthetic biology education, we partnered with a high school in Chongqing to deliver an interactive online learning experience.

We adapted our proven lecture framework from previous sessions while incorporating suggestions from Chongqing teachers to include more real-life applications of synthetic biology. The curriculum featured interactive segments with continuous Q&A to monitor student progress in real time. To enhance engagement, we mailed our self-designed board game to the school—a creative tool designed to reinforce key concepts through play.

Learning outcomes were measured through pre- and post-lecture quizzes, which showed a remarkable increase in accuracy—from 20% to 90%—demonstrating effective knowledge transfer. The board game was widely embraced by students and was even featured in the school's recreational exhibition. One student shared, "I check every day if I can get a chance to play—it's always fully booked! This game really makes SynBio interesting."

This blended approach—combining online engagement with hands-on creative activities—proved effective not only in deepening students' comprehension but also in creating a transferable educational method. We believe this format can inspire other iGEM teams seeking to make synthetic biology accessible beyond physical classrooms.

Following our introductory lesson, the head teacher of the high school class shared that students were eager to learn more about SynBio but faced a key barrier: strict limits on personal electronic devices and outside reading material used during the school day. In response, we worked with teachers to develop and deliver a series of educational newsletters, providing a sanctioned channel for continued learning.

We created 4 distinct newsletter issues, each focusing on a different SynBio topic. One used our ArMOLDgeddon project to explain a real iGEM workflow, while another featured primary school students' creative drawings of synthetic biology organisms, connecting their ideas to real-world applications. Each issue included discussion questions to inspire critical thinking.

The newsletters successfully helped students connect their curriculum knowledge with cutting-edge science, proven by the high accuracy rate of the multiple choice questions(Fig. 11C). In addition, an impressive 42 out of 45 respondents demonstrates their ability to analyze and compare bio-manufacturing with traditional methods from both scientific and social perspectives. The most meaningful feedback, however, came directly from a student, who told us: "I look forward to every issue. Seeing what's possible has made me confident about pursuing bioengineering in the future."

This genuine enthusiasm, echoed by consistent engagement from the class, confirmed the newsletter's role in nurturing a potential new generation of SynBio enthusiasts. This iterative process, shaped by participant input, strengthened interest in synthetic biology and helped cultivate potential future synthetic biologists.

While conducting lectures in public high schools, we also established an iGEM club at Shenzhen College of International Education (SCIE). Capitalizing on the school's international setting and emphasis on self-directed learning, we designed the club as a student-centered platform for synthetic biology exploration beyond the standard curriculum.

The club met weekly every Tuesday, fostering consistent engagement that enabled deeper dialogue than single lectures. Its content and format were continually shaped by student input, collected through a physical suggestion box.

However, several participants suggested that purely conceptual instruction felt monotonous, and proposed developing more interactive forms of activities. This inspired us to design SynBio Orienteering — a dynamic outdoor activity that translated abstract concepts into collaborative, movement-based challenges.

Simultaneously, the club's feedback loop took an unexpected turn when students began requesting experimental protocols for at-home microbial gene editing. While we valued their enthusiasm, this request raised immediate concerns about safety and ethical responsibility—considerations we realized were just as vital as technical skills. In response, we developed "SynBio Night," an interactive event dedicated to exploring both experimental methods and the moral dimensions of synthetic biology.


Beyond collecting general feedback on lesson content, we closely monitored conceptual progress through regular interactive segments. We were delighted to see how over two-thirds of participants confidently answered review questions in unison. The club's impact extend to the entire campus, growing to become the third-largest student community among 200+ societies, attacting members from grades 9-11.


By building a responsive, student-led community, we have established a sustainable model for synthetic biology education—one that not only reinforces scientific understanding but also nurtures the next generation of iGEMers within an authentic research-inspired environment.

Based on member feedback seeking more engaging ways to learn, we designed SynBio Orienteering—a campus-wide activity that transformed abstract concepts into collaborative, movement-driven challenges. While our club sessions included interactive elements, they remained confined to seated formats that cast students as receivers rather than active creators. This new approach broke those boundaries, inviting participants to think, move, and create together in an open environment.

Using orienteering as an educational medium, we engaged students in a dynamic synthesis of mind and body. Teams raced across campus, completing SynBio-themed tasks at various checkpoints—from a three-legged race illustrating biological cooperation to a plasmid recombination puzzle requiring logical assembly. Each successfully completed challenge earned teams a BioBrick part, creating a tangible progression toward the final goal.

The climax of the activity required teams to assemble their collected BioBrick parts into functional genetic circuits—directly applying curriculum concepts through physical collaboration and problem-solving. This approach not only reinforced theoretical knowledge but also fostered communication, strategic thinking, and collective reasoning.

Post-event feedback confirmed the model's effectiveness: 93% of participants reported a stronger grasp of synthetic biology principles, particularly appreciating how it made complex ideas like genetic circuits physically intelligible. More than a single event, SynBio Orienteering offers a transferable educational framework—demonstrating to the iGEM community how physically immersive, challenge-based learning can create inclusive, memorable, and highly scalable science education.

It all began when passionate students asked for microbial gene-editing protocols to use at home — a request that sparked both admiration and concern. While we celebrated their enthusiasm, we also recognized an urgent need to address the ethical and safety dimensions of synthetic biology. Rather than dismissing their curiosity, we channeled it into creating "SynBio Night"—a dynamic event designed to fuse scientific excitement with thoughtful responsibility.

We crafted SynBio Night as an engaging, multi-format experience to make bioethics tangible and relatable. The evening opened with two songs—the "GTCA Song," [4] which reinforced base-pairing concepts, and the "PCR Song," [5] which introduced polymerase chain reaction—using melody and rhythm to make complex concepts memorable. This creative approach allowed abstract concepts to resonate emotionally and intellectually with every participant.

Following the performance, we launched into a lively Kahoot quiz, using real-time assessment to gauge understanding. Through immediate feedback and collaborative review, student accuracy rose dynamically from 30% to over 50%(Fig. 14D)—demonstrating how interactive reinforcement can solidify learning in real time.

Central to the event was a formal debate, organized in collaboration with the school debate club, where students grappled with real-world ethical dilemmas in synthetic biology. Debaters engaged deeply with research and public reasoning, while audience members contributed insightful questions and perspectives. As one participant shared, "This experience pushed me to think more critically—it wasn't just about arguments, but about understanding consequences."

By integrating music, interactive assessment, and ethical discourse, SynBio Night created a holistic and replicable model for responsible science education. The video of our opening performance, along with the full event framework, has been documented and shared to inspire iGEM teams globally—offering a turnkey strategy for turning student curiosity into ethical, community-aware scientific engagement.

We live in an age of breathtaking scientific progress, with synthetic biology standing at its frontier, quietly shaping our everyday lives. Yet many still misunderstand it—imagining "creating humans" or "dangerous new species"—which fuels unnecessary fear. That is why public education matters. The adults, from recent graduates to young families and the elderly, concerns often focus on safety and daily life rather than academic ideas, compared to other age groups. Through playful quizzes, board games, and even memes, we invite them to see the real face of synthetic biology—curious, creative, and practical—helping them make thoughtful choices in food, health, and beyond.

Based on our understanding of public perceptions, we have designed targeted outreach specifically for young families and elderly residents — two key groups who often perceive synthetic biology as obscure and intimidating. As a result, we demonstrate its everyday relevance by connecting it to household contexts familiar to these audiences, hoping to make the field both accessible and meaningful to them. In collaboration with several iGEM teams from Southern China, we organized a public lecture in the local community library centered around the roles of synthetic biology in four key aspects of life: clothing, food, housing, and transportation.

As our project focuses on household mold removal, we led the "Housing" segment. Using ArMOLDgeddon as a case study, we illustrated how synthetic biology functions as a "micro-scale green factory" operating at the cellular level—transforming abstract science into tangible solutions that benefit homes and health.

To further bridge understanding, we designed an interactive "Lactobacillus Art" session, where participants used an edible, yogurt-making probiotic alongside sterilized media and petri dishes to create biological artwork while wearing lab gloves. Through this creative and hands-on experience, we conveyed a powerful message: biologically-manufactured products are not inherently hazardous—rather, they can serve as safe, innovative, and creative tools for sustainable production.

Pre- and post-lecture quizzes confirmed a clear shift in perception: while only 45% of attendees initially understood synthetic biology and 20% viewed it as risky or impractical, 85% later associated it with green production and environmental protection—revealing a meaningful step toward wider public acceptance and awareness.

Despite the overall success of our previous lectures, post-session data showed that 15% of participants still held misconceptions about synthetic biology. We recognized that even interactive lectures might not fully reshape public perception, especially among those without scientific backgrounds who needed more specific, hands-on opportunities to truly grasp what synthetic biology entails. In collaboration with Links Spider Lab, we designed a Parents' Workshop, inviting eight families to join an immersive laboratory experience.
The session began with a lab tour, allowing participants to observe common experimental equipment and demystifying synthetic biology as neither science fiction nor dangerous creation. We then introduced core concepts through the example of indigo—a culturally significant dye in China—and explained how genetically modified E. coli can be used to produce it. By bridging science with cultural tradition, we enabled participants to view synthetic biology from a fresh and meaningful perspective.

In the final hands-on session, families applied the lab-produced dye to create their own patterned handkerchiefs. Creating a tangible souvenir helped solidify their positive connection to the science. As one parent reflected, "This feels just like what I bought while traveling! Thanks to this workshop, when I see terms like 'synthetic insulin' in the future, I won't feel resistant or scared anymore."

By transforming resistance into resonance through experiential learning, this workshop not only deepened understanding but also modeled a family-inclusive approach to public science education—one that the iGEM community can adapt to build trust and foster dialogue across generations.

While developing public lectures and workshops for young families and the elderly, we also placed strong emphasis on engaging another vital segment of society: the young generation. To resonate with their social habits and learning preferences, we chose board games, a cultural phenomenon wildly popular among young people, and integrated the basic principles of genetic circuit design into an interactive gameplay format, creating our very own "Lab Mystery".

The game introduces participants to foundational concepts like BioBrick assembly and random mutations in an engaging, collaborative manner. The public debut implementation took place at the 9th iGEM Southern China Regional Meeting, where we invited attendees to participate in gameplay sessions. During the event, players took on roles as researchers or saboteurs, working together to construct or disrupt genetic circuits using visual component cards.

The game facilitated dialogue among participants, allowing them to teach one another rather than us giving a lecture. Many initially unfamiliar with synthetic biology were able to quickly grasp key concepts and complete the game swiftly. One participant even spontaneously explained the function of a terminator to his friend! Him using a building block analogy undermines how "Lab Mystery" helps participants to explore and develop their own interpretation of synthetic biology.

"Lab Mystery"'s potential expanded beyond itself: after a round of gameplay, participants realize how the basics of SynBio is just as connecting beads into a necklace, greatly increasing their acceptance of it in their daily life. This youth-centered approach offers iGEM teams a reproducible and engaging educational model—using play to spark curiosity, dialogue, and a deeper connection to synthetic biology.

With the success of our offline educational activities, we realized the power of education in transferring public attitudes towards synthetic biology and were determined to expand its impact. Recognizing that online platforms like a WeChat Official Account and Red Note offer greater accessibility and allow easier promotion than offline lectures, we launched a series of educational posts to broaden the reach of synthetic biology and stimulate public discussion.

To date, we have published 13 illustrated posts that balance entertainment and scientific value. For instance, by sharing drawings from primary school exhibitions, we captured parents' interest—receiving comments like, "The children are so creative! This looks just like what my kid would draw…" We also launched interactive polls such as "The 'Hui Nan' days are coming, have you spotted moldy spots in your houses?", sparking public reflection on biological mold removal.

We continuously refined our content strategy based on audience feedback, gradually shifting from explaining basic synthetic biology concepts to highlighting the field's multi-disciplinary nature. This iterative approach allowed us to develop science communication that truly resonated with public interests. One discussion post, which garnered around 80 reactions and 600 views, evolved into a vibrant ethical debate about biological engineering—initiated and sustained by community members themselves.

Through these sustained efforts, we fostered an engaged online community that actively learns, questions, and embraces synthetic biology. This organic growth demonstrates both the impactful implementation of our digital strategy and the creation of a sustainable, replicable model for public science education.

While our social media initiatives successfully sparked interest, we soon realized its limits: since people primarily engage with content aligned with their existing interests, our standalone posts often lacked recurring visibility. This insight encouraged us to look beyond traditional platforms and explore more integrated chatting applications—specifically, messaging applications where users naturally interact daily. Our aim shifted toward building a steady presence that would keep synthetic biology in people's awareness in a natural and approachable way.

To achieve this, we created and released a set of stickers on WeChat, China's largest messaging platform. The set is freely available and blends appealing visuals with elements inspired by synthetic biology experiments. Each sticker was designed to spark curiosity while being practical for everyday conversations, offering repeated chances for exposure to syn-bio concepts. The collection includes 24 stickers that capture common moods and situations—such as "sad," "busy," "love you!," "ON MY WAY!," and "GOOD!"—meeting the expressive needs of teens and young users while quietly weaving in subtle scientific motifs.

The response has been encouraging. Our series got a cumulative total number of sending of 7050, and a total downloading number of 127. Users have described the stickers as both useful and engaging in daily communication. Feedback from different communities shows that people not only enjoy using the stickers but also begin to ask about the science behind them: "Is that E. coli holding a pipette, why is that?" This kind of genuine curiosity fosters casual dialogue and helps make synthetic biology feel more relatable.

By embedding science into a familiar and frequently used platform, the Sticky Series offers a lightweight, scalable model for maintaining public engagement. This approach helps maintain engagement with synthetic biology beyond scheduled activities, while offering a practical model for integrating scientific concepts into daily digital interactions - something other iGEM teams could easily adapt.

We envision our educational framework as a living tree, deeply rooted in four core principles: Thorough, Hands-on, Interest-guided, and Communication. These roots form the foundation of everything we do—the essential nutrients that sustain our growth.

The trunk of this tree is structured around four distinct age groups: primary school, secondary school, high school, and general society. This sturdy framework supports all our activities and ideas, enabling them to reach upward and outward.

Guided by this human-oriented framework, our educational activities have taken root in 27 of China's 34 provinces, with particularly vibrant growth in Guangdong. In addition, we sparkled scientific curiosity in culture of inclusion — by creating educational opportunities for girls in SynBio, we are helping cultivate a more equitable generation of future scientists and thinkers.

The canopy of our impact spreads wide through intentional diversification—each branch representing a different dimension of reach. Across 15 unique initiatives, we vary the duration, space, and most importantly, the format, to nourish both the depth and breadth of our participants' understanding.

Through an integrated approach that moved fluidly between theory, hands-on experimentation, and ethical reflection, we revealed the cross-disciplinary soul of synthetic biology— not just as educators, but as listeners, as the public shaped conversations around real-world problems, ethics, and future aspirations. This multidimensional work also produced 3 types of teaching tools and 19 reading resources, creating adaptable materials for future iGEM teams and fostering a learning culture where every voice is valued and everyone both teaches and learns.

True education is a continuous process of internalization. Today's participants are tomorrow's saplings—growing into towering trees themselves, spreading the seeds of synthetic biology through their own communities. As knowledge takes root in human practice and spreads through everyday conversations, the green of understanding will eventually blossom across the world, creating a forest of change that grows with each passing season.