Education
“Education is not the filling of a pail, but the lighting of a fire.” — W.B. Yeats
We firmly believe that meaningful science education is a two-way dialogue rather than a one-way transmission. In 2025, building on our Epilepsy Shield project, we created a three-dimensional “Education Ecosystem Cube” that systematically integrates synthetic biology education with epilepsy awareness. Along the X-axis (audiences across all age groups), the Y-axis (diverse and innovative formats), and the Z-axis (multi-layered educational goals), we designed a comprehensive framework to engage society in synthetic biology..
To achieve this, we went beyond traditional outreach and developed more than ten innovative activities, including Purple Epilepsy Day campaigns, fruit fly demonstrations for elementary students, the interactive safety game “Reverse Lab,” educational card games, and popular science livestreams. Each initiative emphasized mutual learning and dialogue, supported by pre- and post-event assessments, the creation of reusable tools, and strategies for deep implementation and long-term dissemination. In this way, we ensured that our outputs were quantifiable, replicable, and shareable.
Ultimately, we believe that meaningful education allows knowledge to flow, enabling people from diverse backgrounds to shape, contribute to, and participate in synthetic biology. This is the vision behind our Education Ecosystem Cube—bringing synthetic biology from the laboratory into society, from specialized expertise into public dialogue, and from a single project into a sustainable and growing educational ecosystem.
Education should not be limited to isolated events such as a single lecture or activity. What we envisioned was an Education Ecosystem Cube—a structure in which each initiative is a specific coordinate, and together they support, complement, and reinforce one another. This design gives our synthetic biology education both depth and breadth, while also adding warmth and inclusivity.
Dimension One: The X-Axis — Reaching Diverse AudiencesX-Axis Scales: Children, Middle School Students, College Students, General Public, Stakeholders.
The first question of education is always “for whom?” The X-axis represents the breadth and diversity of our audiences. Based on the cognitive characteristics and needs of different age groups, knowledge backgrounds, and social roles, we built a comprehensive all-spectrum outreach system. This dimension emphasizes inclusivity and adaptability, ensuring that scientific knowledge can cross boundaries of age, profession, and educational level, and reach people precisely where they are. From preschool children to senior citizens, from students to the general public, every group finds an accessible entry point into science, making possible a true two-way dialogue with more people and a vision of “leaving no one behind in science education.”
Table 1. Overview of Audiences, Strategies, and Activities
Y-Axis Scales: Live-Stream Interaction, New Media Communication, Gamified Learning, Experimental Experience, Hands-on Creation, Science Outreach Classroom, Tangible Tools, Cultural Activities.
What we aimed to create was an immersive, interactive, and sustainable educational experience. The Y-axis represents the innovation and diversity of educational methods. Moving beyond the traditional one-way transmission of knowledge, we adopted a fusion of online and offline, virtual and physical, scientific and artistic approaches. This dimension emphasized participation and immersion, transforming abstract scientific concepts into concrete, perceivable, and engaging content through From digital platforms to tangible tools, from virtual simulations to laboratory experiments, each format was carefully designed so that scientific knowledge could be received, understood, and internalized in the most effective way.
Table 2. Overview of Formats, Strategies, and Activities What changes can these activities bring about?
Z-Axis Scales: Cognition, Skills, Emotions, Attitudes, Participation, Community.
Education should not stop at the level of simply “letting people know.” What we seek is a deep transformation—from awareness to action, from understanding to inclusivity. The Z-axis represents the depth and progression of educational goals. Beyond the transmission of knowledge, we constructed a multi-layered framework that moves from cognition to practice, and from individual growth to social engagement. This dimension reflects the incremental and sustainable nature of education, emphasizing the coordination of knowledge, skills, emotions, values, and participation. From mastering basic concepts to cultivating hands-on ability, from emotional resonance to community-building, each layer signifies a deepening impact, ultimately fostering both personal development and social progress.
Table 3. Overview of Objectives, Strategies, and Activities These three dimensions—X-axis (audience diversity), Y-axis (innovative formats), and Z-axis (multi-level goals)—are orthogonal yet mutually reinforcing. Together, they form a dynamic and evolving Education Ecosystem Cube, ensuring that our efforts are not only deep in focus, broad in scope, but also continuous across time and space.
On our iGEM journey, we have held fast to the belief that the future of synthetic biology should be shaped by society as a whole. For this reason, we placed two-way dialogue at the center of our education efforts, breaking down barriers between science and the public. Through a series of innovative activities, we not only shared knowledge but also listened to diverse voices, integrating public wisdom into our design and thereby realizing the goal of including more people in shaping, contributing to, and participating in synthetic biology.
To achieve this, we designed immersive and interactive experiences that moved beyond traditional one-way outreach and built genuine opportunities for mutual learning and dialogue with diverse groups.
1.Purple Epilepsy Day Science Outreach: Raising Awareness and First Aid Skills
Date: March 26, 2025
Location: Chengfeng College, Room 116, Hainan University
Target audience: University students (all grades and majors)
X: College Students
Y: Science Outreach Classroom
Z: Skills
In response to the global call of Purple Day to “raise awareness of epilepsy and eliminate prejudice,” we organized a campus-wide educational event on March 26, 2025. Following the structure of awareness–understanding–practice–empathy, the activity aimed to strengthen participants’ scientific knowledge of epilepsy, enhance their emergency response capabilities, and establish long-term emotional connections through the “Lavender Seed Plan.”
Content and ExecutionWe invited Prof. Zeng Meiqing, a senior first aid trainer from the Red Cross Society of Hainan Province, who has over 13 years of teaching experience, to co-lead the training. Together, we provided 30 students with systematic instruction in epilepsy first aid. The program featured multiple interactive components designed for active contribution: hands-on practice of seizure first aid skills, a “Tree of Life” message wall for participants to express solidarity with patients, and group discussions to share personal reflections. Each participant also received a packet of lavender seeds to take home and plant, symbolizing the extension of care beyond the event.
The event achieved remarkable results. Using pre- and post-event questionnaires (40-point scale), we quantitatively evaluated participants’ knowledge. Scores improved significantly, from an average of 21.48 before the event to 35.00 afterward, a gain of 13.52 points. Paired-sample t-test analysis confirmed the increase was highly significant (t(20) = -12.306, p < 0.001). The calculated Cohen’s d value was 2.685, far exceeding the conventional threshold for a “large effect size” (d > 0.8), demonstrating that our intervention was not only effective but also profoundly impactful.
Beyond statistics, participants reported enhanced levels of understanding, practical first aid ability, and empathy toward patients. The Lavender Seed Plan became a natural extension of the activity: by planting, observing, and sharing their experiences, students transformed a single outreach event into a sustainable and participatory tool. This design, which emphasized emotional connection, provided valuable inspiration for future projects that aim to be both impactful and lasting.
Date: April 6, 2025
Location: Basic Teaching Center, Hainan University
Target audience: Elementary school students
X: Children
Y: Experimental Experience
Z: Participation
Activity OverviewTo promote the popularization of synthetic biology and nurture the next generation’s scientific literacy, our team organized the event “Fruit Flies and Synthetic Biology” for elementary school students on April 6, 2025. By creating a cross-age two-way dialogue between university students and children, the activity sought to spark curiosity about life sciences while encouraging children to use their imagination to participate in shaping the future of synthetic biology.
Content and ExecutionIn collaboration with the Basic Teaching Center of Hainan University, we designed an engaging journey tailored for children. The program began with a lively lecture on the “superpowers of fruit flies,” using colorful slides to introduce this model organism. Students then observed fruit flies of different phenotypes under microscopes, gaining hands-on experience and a first glimpse of genetics. Through the analogy of “biological LEGO,” they came to appreciate the fascinating idea of modularity in genes.
The highlight was the “Create Your Own Super Fly” session, where children proposed imaginative designs such as a “pollinating fruit fly” or a “plastic-degrading fruit fly.” In doing so, they directly practiced the principle of “many people contributing to and shaping synthetic biology.” Finally, the children illustrated their creative ideas through drawings, celebrating their sense of discovery and achievement.
Outcomes and FeedbackThe activity successfully ignited children’s enthusiasm for synthetic biology. We received over ten creative designs and drawings of “super flies.” More importantly, the event embodied mutual inspiration: while children learned science through play, their boundless imagination also sparked fresh ideas for our iGEM team members. This small but heartfelt attempt reinforced our conviction that the essence of science education is not the amount of knowledge transmitted, but the nurturing of curiosity about the world. We look forward to continuing to co-create and play together with more children in the world of synthetic biology.<>
Date: August 5, 2025
Location: Xiaohongshu livestream platform (online)
Target audience: Xiaohongshu users
X: General Public
Y: Live-Stream Interaction
Z: Participation
Activity OverviewOn August 5, 2025, our team hosted a livestream event on the Xiaohongshu platform titled “Assemble Your Neuron.” This interactive session combined real-time dialogue with hands-on DIY science, introducing the public to synthetic biology and our project elements in a relaxed and engaging way. By focusing on neurons, glial cells, and other components of our research, the livestream created a warm and meaningful atmosphere for science communication
Content and ExecutionTo enhance interaction, we designed and distributed our self-developed DIY “Neuron Kit” as the main teaching tool. The kit contained cartoon-style components of neurons, glial cells, and other brain structures, making complex biology tangible and fun. During the livestream, team members assembled the models while explaining scientific concepts in clear and approachable language, all while actively responding to questions and comments in real time. This two-way engagement turned a simple demonstration into a participatory learning experience, allowing science to spread naturally through conversation.
Outcomes and FeedbackThe livestream successfully created a friendly and approachable space for dialogue. Audience members not only asked insightful questions but also contributed creative suggestions, offering new inspiration for our project. Even after the event, participants shared their assembled models with others, extending the activity’s impact through secondary dissemination. One viewer’s comment—“This relaxed format makes science feel much closer”—summed up the event’s success: beyond transferring knowledge, we ignited genuine public interest in iGEM and our work. This experience demonstrated that warm, interactive online engagement can be just as effective as in-person education in making science inclusive and inspiring.
Date: August 18, 2025
Location: Shiguang Bookhouse Gaokao Guidance Center, Weihai
Target audience: High school students
X: Middle School Students
Y: Science Outreach Classroom
Z: Cognition
Activity OverviewOn August 18, 2025, the Hainan University iGEM team partnered with the Shiguang Bookhouse Gaokao Guidance Center in Weihai to host a themed lecture titled “Exploring Synthetic Biology: Beginning a Scientific Journey through iGEM.” Tailored for high school students, the lecture combined engaging content design, tangible displays of team culture, and an open dialogue format to build a bridge between synthetic biology and young learners. Participants not only learned about the exciting journey of the iGEM competition but also experienced how synthetic biology connects to societal needs, fostering a sense of participation and resonance with science as a shared human endeavor.
Content and ExecutionThe lecture began by deconstructing the meanings of the three Chinese characters for “synthetic biology” — synthetic, bio, and logy — and linking them to our epilepsy treatment project. In this way, we demonstrated how abstract concepts evolve into real-world applications. Interactive Q&A sessions and a “Future Scientist” brainstorming segment encouraged students to share their own visions for synthetic biology. To transform scientific identity into a tangible connection, we distributed customized team merchandise such as stickers and keychains, allowing participants to carry a piece of science back into their daily lives and extend the impact of the dialogue.
Outcomes and FeedbackThe livestream successfully created a friendly and approachable space for dialogue. Audience members not only asked insightful questions but also contributed creative suggestions, offering new inspiration for our project. Even after the event, participants shared their assembled models with others, extending the activity’s impact through secondary dissemination. One viewer’s comment—“This relaxed format makes science feel much closer”—summed up the event’s success: beyond transferring knowledge, we ignited genuine public interest in iGEM and our work. This experience demonstrated that warm, interactive online engagement can be just as effective as in-person education in making science inclusive and inspiring.
Date: September 3–4, 2025
Location: Hainan University Campus
Target audience: Students and science enthusiasts
X: College Students
Y: Hands-on Creation
Z: Participation
Activity OverviewTo bridge the gap between synthetic biology and the public, HainanU-China hosted the “Life at Your Fingertips” clay-modeling workshop. By inviting participants to handcraft DNA helices, organelles, bacteria, and neuron structures related to our project, the event transformed abstract scientific knowledge into tangible forms. Through real-time dialogue with our team members, the workshop fostered two-way inspiration, enabling more people to actively shape synthetic biology.
Content and ExecutionColorful clay served as the medium for creation. Participants were guided to freely build DNA double helices, cell organelles, or custom designs of their own imagination. Alongside the modeling process, our team explained concepts such as gene design, modular construction, and system optimization through vivid analogies, while encouraging participants to propose their own “bio-design” ideas.
Outcomes and FeedbackThe workshop yielded over a dozen imaginative clay models, each reflecting participants’ creativity and engagement. One participant captured the spirit of the activity perfectly: “Doing it with my own hands makes me understand synthetic biology far better than just listening.” This feedback affirmed our design philosophy: low-threshold, high-interaction activities can make abstract scientific concepts touchable and comprehensible. Most importantly, as participants actively constructed knowledge through hands-on practice, science outreach truly became an opportunity for the public to shape, contribute to, and participate in synthetic biology.
Date: September 3–4, 2025
Location: Hainan University Campus
Target audience: Faculty, Students, and General Public
X: General Public
Y: Cultural Activities
Z: Attitudes
Activity OverviewTo eliminate the misunderstandings and prejudices surrounding epilepsy, we organized a special “Peel Off the Label” interactive campaign. By engaging participants in a ritualistic activity of physically peeling off misconceptions, we provided a firsthand experience of the truth about epilepsy, promoting values of inclusivity and understanding.
Content and ExecutionWe covered a display board with sticky notes bearing common misconceptions about epilepsy, such as "Epilepsy is contagious" and "People with epilepsy cannot exercise." Participants were invited to peel off these labels, revealing the corresponding scientific truths underneath: "Epilepsy is not contagious" and "People with epilepsy are encouraged to exercise in moderation under proper guidance." Team members were on-site to explain epilepsy-related knowledge and engage with participants, answering questions and fostering dialogue.
Outcomes and FeedbackThe workshop yielded over a dozen imaginative clay models, each reflecting participants’ creativity and engagement. One participant captured the spirit of the activity perfectly: “Doing it with my own hands makes me understand synthetic biology far better than just listening.” This feedback affirmed our design philosophy: low-threshold, high-interaction activities can make abstract scientific concepts touchable and comprehensible. Most importantly, as participants actively constructed knowledge through hands-on practice, science outreach truly became an opportunity for the public to shape, contribute to, and participate in synthetic biology.
Date: September 3–4, 2025
Location: Hainan University Campus
Target audience: Students and the general public
X: College Students
Y: Experimental Experience
Z: Skills
Activity OverviewTo break down the perceived distance between the public and laboratory science, our team designed the “Pipette Practice Workshop”. By providing a safe, well-prepared environment and step-by-step guidance, we invited participants to engage with one of the most fundamental techniques in synthetic biology—micropipetting. This hands-on introduction offered not only a chance to experience the rigor of scientific practice but also the excitement of taking a first step into research.
Content and ExecutionParticipants were supplied with brand-new pipettes and sterile disposable tips to ensure both safety and hygiene. The workshop followed a progressive teaching structure: our team first explained the principles of pipetting and demonstrated correct technique, then guided participants as they independently practiced precise liquid transfers. Throughout the session, we emphasized creating an immersive and supportive environment, where participants could both learn technical skills and feel the precision and care that define laboratory work.
Outcomes and FeedbackFor many attendees, this was their very first time holding a pipette. The concentration and engagement visible during the exercise demonstrated the transformative power of practice. Their genuine feedback also encouraged us to reflect on our own habits and assumptions as researchers. This approachable, hands-on experience opened a window into laboratory science, making synthetic biology accessible, tangible, and participatory. Most importantly, it shifted the dynamic from one-way instruction to shared exploration, allowing broader communities to appreciate and take part in the rigor and beauty of scientific inquiry.
Date: September 16, 2025
Location: WeChat Channels (online livestream)
Target audience: Synthetic biology enthusiasts, high school students, university students, and the broader research community
Partners: Jiangnan-China, NEFU-China
X: General Public
Y: Live-Stream Interaction
Z: Community
Activity OverviewTo broaden the reach of synthetic biology education and invite wider public participation, HainanU-China, together with Jiangnan-China and NEFU-China, co-hosted a tri-university livestream on September 16, 2025, titled “Exploring the Fascinating World of Synthetic Biology.” By leveraging online platforms to overcome geographical barriers, the event turned traditional one-way science dissemination into an authentic two-way dialogue, where the public could actively shape the content through real-time questions and suggestions.
Content and ExecutionCentered around the theme of “Exploring the Fascinating World of Synthetic Biology,” the livestream integrated each team’s iGEM project to illustrate both the design logic and societal applications of synthetic biology in an accessible way. Real-time chat interactions allowed the audience to dynamically influence the direction of the event, ensuring that the discussion resonated with their interests and concerns. Throughout the session, the question “Who shapes synthetic biology?” guided the dialogue, encouraging participants to contribute their own perspectives and ideas, thereby fostering a shared and co-created learning experience across regions.
Outcomes and FeedbackThe event attracted a cumulative audience of 12,000 viewers, with more than 2,500 concurrent participants at peak and over 1,300 live comments exchanged. This high level of engagement underscored the success of the initiative in creating a lively, participatory atmosphere. Beyond disseminating scientific knowledge, the tri-university livestream established a cross-regional dialogue platform, strengthening public understanding, acceptance, and involvement in shaping the future of synthetic biology.
Date: September 21–25, 2025
Location: Libai Café, Chaoyang District, Beijing
Participating Teams: Seven iGEM teams including HainanU-China
Partners: Co-curated with CAFA-Beijing iGEM team
X: General Public
Y: Cultural Activities
Z: Cognition
Activity OverviewTo bring synthetic biology closer to everyday life, HainanU-China joined the “Synthetic Biology and Perception” art exhibition hosted by CAFA-Beijing. We transformed our educational kit, the “Neuron Shaker”, into an artistic installation and placed it in a café setting. By doing so, we sought to create a relaxed yet thought-provoking space where science and art could meet naturally, inviting passersby to encounter synthetic biology not as a distant subject but as part of their daily environment.
Content and ExecutionThe Neuron Shaker models were displayed in an artful arrangement: some suspended midair, others leaning casually within the exhibition frames, creating a rhythm of shapes and textures that resonated with the café’s atmosphere. This thoughtful spatial design encouraged visitors to engage visually and emotionally with the exhibits. Importantly, the audience was not limited to passive observation—their physical presence, perceptions, and responses became part of the exhibition itself, turning the café into a dynamic arena of co-created meaning.
Outcomes and FeedbackThe exhibition attracted both regular café patrons and local residents, many of whom were intrigued by the unexpected juxtaposition of coffee culture and synthetic biology. Visitors remarked that being able to enjoy coffee while exploring these aesthetically designed scientific artifacts made science feel approachable, playful, and human. By presenting scientific tools in an artistic context, this initiative offered a new model for science communication—one that blurs the boundary between daily life and scientific inquiry, and fosters inclusive dialogue with more people.
In our iGEM journey, we realized that truly meaningful education must go beyond one-time events and continue to evolve over time. With this vision, we adopted the philosophy of sustainable empowerment—focusing on developing a series of modular, reusable tools for the iGEM community to build upon. These tools are designed not only to make science communication more effective and engaging, but also to invite future learners and creators to actively participate in shaping synthetic biology.
By creating sustainable, reusable, and shareable educational tools, we ensure that the impact of our outreach is not fleeting but can be continuously expanded, scaled, and deepened across different contexts and audiences.
Date: 2025
Target Audience: Students and synthetic biology enthusiasts
X: College Students
Y: Tangible Tools
Z: Cognition
Activity OverviewTo lower the barrier of understanding synthetic biology, we designed and developed the “Neuron Shake” educational DIY kit. This tool transforms abstract concepts—such as neurons and glial cells—into tangible, assembly-ready models, enabling learners to touch and interact with biological ideas. Through a dual approach of live-stream promotion and offline exhibitions, we aimed to include more people in shaping a versatile and interactive science outreach platform that others can build upon.
Content and ImplementationThe team integrated principles of engineered biological components into the DIY creation process, developing a kit featuring cartoon-style cell elements. First, we promoted the kit through live streaming on Xiaohongshu, demonstrating assembly steps and engaging with viewers’ creative ideas in real time. Subsequently, the Neuron Shake kits were showcased as exhibits in a coffee shop art exhibition in Beijing, allowing visitors to interact with the models on site.
Results and FeedbackBy combining live demonstrations and offline exhibitions, the Neuron Shake tool received positive public feedback. Many participants noted that transforming abstract scientific concepts into tangible models significantly enhanced understanding. The kit is lightweight and cost-effective, thoughtfully implemented to facilitate future educational outreach, while generating reusable materials that contribute to the team’s ongoing science communication efforts.
Development Year: 2025
Target Audience: General public, no scientific background required
X: General Public
Y: Gamified Learning
Z: Participation
Activity OverviewTo bring microbiology into everyday life in a playful and accessible way, we designed a new educational card game called “Microbial Masters.” Unlike traditional science outreach, the game emphasizes fun, interaction, and shared experience—allowing players to learn about microbes while enjoying a lively game with friends.
Content and ExecutionThe cards feature vibrant, visually appealing illustrations of various common microbes. The gameplay focuses on memory, reaction, and speed, with simple and intuitive rules that make it accessible to anyone regardless of prior scientific knowledge. This design ensures that every participant can join in effortlessly and engage with microbiology in a relaxed, enjoyable atmosphere.
Outcomes and DisseminationMicrobial Masters quickly proved itself as more than just a game—it became a reusable educational tool for our team’s science communication efforts. By embedding microbiology concepts into an entertaining format, it sparked curiosity among players and encouraged them to explore deeper scientific content. As a tool that can be easily adapted and reused by others, the game ensures that its educational value will continue to grow and contribute to long-term public engagement with synthetic biology
Development Year: 2025
Application Scenarios: University lab-entry training, high school science camps
Target Audience: Students, beginners in scientific research, and laboratory personnel
X: College Students
Y: Gamified Learning
Z: Cognition
Activity OverviewTo strengthen safety awareness and promote standardized lab practices, the HainanU-China iGEM team designed an immersive science education game called “Reverse Lab.” The game transforms traditionally dry safety regulations into an interactive, story-driven experience. With its standardized and reusable game design, it provides a sustainable training resource adaptable to diverse educational contexts.
Content and ExecutionThe game puts players in the role of investigators, responsible for solving a cell biology laboratory accident. As they collect evidence, analyze experimental procedures, and identify unsafe practices, players progressively learn essential biosafety principles, chemical handling norms, and emergency responses. This approach balances entertainment with instruction, ensuring that safety education becomes both memorable and impactful.
Outcomes and DisseminationReverse Lab has already been made openly accessible and can be played without any specialized equipment, making it convenient to implement across different educational settings. By offering a lightweight yet effective safety training tool, it lowers the barrier to safety education and enhances the learning experience. Looking ahead, we plan to expand the storyline with new cases and develop multilingual versions, enabling the tool to serve as a sustainable, reusable resource for broader science outreach and laboratory education.
Link to the Game : https://gitlab.igem.org/2025/software-tools/hainanu-china/-/tree/main/TurnItAround?ref_type=heads
Development Date:July 2025
Application Scenarios: Elementary school classrooms, science museums, online outreach platformsd
Target Audience: Children, educators, and science enthusiasts
X: Children
Y: Tangible Tools
Z: Cognition
Activity OverviewTo translate cutting-edge synthetic biology knowledge into content accessible for children, the HainanU-China iGEM team collaborated with ZQT-Nanjing、Nanjing-China and SCUT-China-L to co-create an introductory picture book titled “The Fantastic Journey of He Xiaocheng.” Through vivid storytelling and imaginative illustrations, the book lowers the threshold for science education and serves as a reusable educational resource for diverse contexts.
Content and ExecutionThe story follows the adventures of “He Xiaocheng,” a curious young explorer who encounters core concepts of synthetic biology and our project along the way—plasmids, engineered bacteria, and BHB-based therapies. By embedding elements of our epilepsy treatment research into a child-friendly narrative, the book transforms complex scientific ideas into engaging stories. After publication, our team brought the book into community classrooms, guiding children to not only listen and read but also think, imagine, and create.
Outcomes and DisseminationWhen we shared The Fantastic Journey of He Xiaocheng in the community, we witnessed children evolve from quietly listening to eagerly asking questions, a shift that highlighted the power of interactive storytelling. More importantly, the book is not limited to a single event—it is a modular, reusable tool that can be flexibly adapted for different settings. We envision it as a lasting educational companion that helps science knowledge grow sustainably with children, nurturing curiosity, empathy, and creativity along the way.
Date: During the 2025 ICII event
Application Scenarios: Elementary school classrooms, science museums, online outreach platformsd
Target audience: iGEM teams, synthetic biology learners, and traditional culture enthusiasts
Organizer: Hosted by NAU-CHINA, with participation from multiple iGEM teams
Website: http://www.icii-nau.cn/
X: General Public
Y: Cultural Activities
Z: Community
Activity OverviewTo foster a deeper dialogue between synthetic biology and traditional culture, as well as to promote co-creation across universities, HainanU-China actively participated in the 2025 ICII (Into China, Into iGEM) education initiative organized by NAU-CHINA. Under the theme “A Dialogue Across Millennia—The Modern Silk Road of Synthetic Biology,” our team joined other schools in presenting and exchanging ideas through visual posters, interactive webpages, and open forums, thereby advancing a two-way dialogue shaped by both academic teams and the public.
Content and ExecutionDrawing inspiration from traditional Chinese medical concepts such as “food and medicine from the same source” and “prevention before disease,” we highlighted their resonance with modern synthetic biology design principles. Through structured presentations—including project introductions, cultural reflections, and poster displays—we showcased how traditional wisdom can align with cutting-edge science. In the cross-school dialogue sessions, we actively contributed via interactive boards and forum discussions, while also learning from how other teams creatively drew from their own cultural heritage.
Outcomes and DisseminationThrough the ICII platform, our team not only presented the technical strengths of our engineered probiotic therapy and intelligent monitoring system, but also conveyed how Eastern wisdom on reducing harm, enhancing efficacy, and preventing illness can inspire scientific innovation. The initiative received wide recognition from both participating teams and the broader audience. As the project webpage remains open and interactive, more participants continue to join the conversation, creating a sustained flow of knowledge and perspectives across teams, disciplines, and cultures. This collaboration vividly embodied the vision of synthetic biology being shaped by more people.
Date: September 13, 2025
Collaborating Universities: Jilin-China, HZAU-China, NUDT-CHINA
Target Audience: Academia, Pharmaceutical Industry, Regulatory Bodies, Education Sector, General Public, and Patient Communities
X: General Public
Y: Cultural Activities
Z: Community
Activity OverviewTo advance precision medicine from concept to practice, iGEM teams from four universities jointly launched the "From Static Treatment to Dynamic Regulation" initiative. This initiative aims to shift pharmaceutical treatment from the traditional "fixed-dose administration" model to a more responsive, "dynamic precision regulation" model that can adapt in real-time to an individual’s physiological signals.
Content and ExecutionThe initiative proposes specific action plans for five key groups:
(1)For Academia: We advocate for the establishment of interdisciplinary research alliances to jointly develop gene circuit characterization standards and build an open-source dynamic components library.
(2)For the Pharmaceutical Industry: We propose exploring platform-based collaborative development models to tackle the scalable production process of "engineered bacteria-hydrogel" composite formulations.
(3)For Regulatory Bodies: We recommend conducting regulatory science research on dynamic therapies, establishing new efficacy evaluation methods and safety review principles.
(4)For the Education Sector: We encourage the promotion of responsible innovation education, strengthening interdisciplinary project practices, and creating a dialogue bridge between academia and industry.
(5)For the Public and Patients: We propose participation in "Patient Needs Insight" programs and technical ethics discussions to ensure that technological advancements remain human-centered.
Results and OutlookThrough this initiative, we hope to foster in-depth dialogue between synthetic biology and various sectors, pushing dynamic precision regulation therapies from concept to reality. We commit to upholding principles of open collaboration, patient-centered care, and ethical safety, contributing to the advancement of human health.
Timeline: January – May 2025
Platform: Official WeChat account “Hainan iGEM”
Target Audience: Students, teachers, science enthusiasts, and the general public
X: General Public
Y: New Media Communication
Z: Cognition
Activity OverviewTo systematically advance public understanding of both synthetic biology and epilepsy, the HainanU-China iGEM team developed a series of science communication articles. Organized around two thematic lines—synthetic biology and epilepsy education—this series sought to break down barriers between science and society while creating a reusable body of outreach resources.
Content and ExecutionOur science posts covered two main directions. The first focused on synthetic biology, including topics such as gene editing, microbial engineering, and even space biotechnology. The second centered on epilepsy, featuring accessible explanations of the disease, stories of historical figures who lived with epilepsy, and practical advice such as exercise recommendations. Each article was designed with clarity in mind: engaging visuals, plain yet accurate language, and verified sources. To foster two-way dialogue, we also embedded interactive surveys at the end of selected posts—for example, gauging public awareness of synthetic biology or collecting feedback on exercise practices like Tai Chi for people with epilepsy.
Outcomes and DisseminationThe series has been published consistently for over six months, maintaining steady readership and active interaction. The integrated surveys not only informed us of readers’ needs but also allowed our outreach to better reflect real-world concerns. All posts were categorized and archived on the WeChat platform, ensuring long-term accessibility and reusability. In this way, we transformed outreach from “one-time posts” into a sustainable knowledge system that continues to serve as an educational resource for diverse audiences.
Timeline: 2025
Platform: Xiaohongshu (Account: 9940326784; Name: HainanU-China iGEM2025)
Target Audience: Teenagers, science enthusiasts, and the broader public interested in iGEM and synthetic biology
X:General Publicn
Y: New Media Communication
Z: Cognition
Activity OverviewTo establish a sustainable and reusable science communication system, the HainanU-China iGEM team launched a dedicated presence on Xiaohongshu, a popular social media platform. By moving beyond the boundaries of traditional outreach, we aimed to engage younger audiences and make synthetic biology more approachable through new media.
Content and ExecutionFocusing on themes such as epilepsy treatment, ketogenic diet, and laboratory safety, our team developed a wide variety of content formats, including illustrated infographics, interactive surveys, mini-games, and creative merchandise designs. These diverse outputs presented complex scientific concepts in accessible, visually appealing ways. At the same time, we used the platform to share real-time updates about our iGEM journey, behind-the-scenes stories, and the cultural dimensions of our team, ensuring a multifaceted and human-centered communication.
Outcomes and DisseminationAudience feedback confirmed that this lightweight, serialized approach made scientific knowledge significantly easier to understand. More importantly, Xiaohongshu’s social attributes allowed us to break down barriers between researchers and the public, while building a sustainable, continuously updated repository of outreach resources. By adopting the language and formats that resonate most with younger audiences, we were able to foster genuine dialogue and broaden participation in the shaping of synthetic biology.
Date: August 2025
Format: Online collaboration across multiple schools
X: General Public
Y: Cultural Activities
Z: Community
Activity OverviewTo break the stereotype of synthetic biology as distant and inaccessible, and to showcase the vitality and teamwork of researchers, we co-launched an aerobics program with teams including ZQT-Nanjing and CJUH-JLU-China. Through easy-to-participate physical activity, we aimed to lower the psychological barrier for public engagement with the scientific community, while promoting a culture of inclusivity, health, and collaboration within the synthetic biology community.
Content and ExecutionEach team practiced and recorded videos based on a unified aerobics theme and movement framework, while incorporating their own unique characteristics. The host team then integrated and edited all video materials into a single final product that reflects energy, collaboration, and scientific culture. The final aerobics video was simultaneously released across multiple platforms, reaching a broad audience.
Results and FeedbackMany participants shared that through this collective exercise, they “felt the enthusiasm and openness of the scientific community.” We hope that this reusable activity format will allow more people to experience fun in a relaxed setting, feel the humanistic warmth behind science, and recognize that synthetic biology is not only a rigorous research field but also a vibrant and interactive community.
Date: September 2025
Format: Online platform, accessible for home practice
Target Audience: Individuals with epilepsy and health-conscious general public
X: Stakeholders
Y: Cultural Activities
Z: Attitudes
Activity OverviewTo help people with epilepsy engage in exercise safely and scientifically, the Hainan University iGEM team developed an epilepsy-friendly Tai Chi course tailored to patients’ specific needs. By creating easy-to-follow instructional videos, providing clear illustrations, and highlighting safety precautions, we aimed to include more people in shaping a truly sustainable exercise program. This initiative transforms exercise from a potential burden into a supportive companion on the path to rehabilitation.> Content and Implementation
Based on traditional Tai Chi movements, the team optimized and recorded a series of epilepsy-friendly training videos, focusing on safe and controlled exercises. Potentially risky movements—such as sudden head drops or rapid rotations—were avoided, while slow, low-intensity stretches and balance training were emphasized. Each movement was carefully demonstrated with attention to posture, breathing rhythm, and safety tips. The videos are openly available for download, encouraging long-term practice and self-guided exercise, while providing materials that others can build upon and repurpose for wider promotion.
Results and FeedbackParticipants reported that the course was “clear, easy to follow, and stress-free,” and expressed willingness to integrate it into their daily health routines. Beyond providing a safe exercise tool for individuals with epilepsy, this project created a reusable, easily disseminated set of health intervention materials, thoughtfully implemented to achieve sustainable and scientifically-informed care.
Fig 18. Examples of Science Communication Content Published on the Xiaohongshu Platform.Over the past period, we have focused on bringing iGEM, synthetic biology, and knowledge related to our project “Epilepsy Shield” out of the laboratory and into the lives of the public.
(1)Mutual Learning and Dialogue with Different Groups: We placed particular emphasis on two-way dialogue. In our activities, we not only shared knowledge but also listened carefully: recording children’s unexpected creative ideas, collecting feedback and suggestions from diverse groups, and responding to real-time questions from live-stream audiences. These dialogues helped us shape educational content that is closely aligned with the real needs of society.
(2)Exploring Multiple Forms of Education: We experimented with a variety of educational formats—from offline “Purple Epilepsy Day” campus events and lab-based science experiences for elementary students, to online Xiaohongshu live-streams and interactive games; from hands-on workshops for children to Tai Chi courses designed for patient groups. Each form was a practice in how to better communicate science and include more people in shaping the learning experience.
(3)Developing Reusable Educational Tools: We created several sets of reusable educational tools, such as card games, the “Reverse Lab” game, and synthetic biology picture books. These tangible tools enable our educational impact to reach deeper and spread further. Even after the project ends, these resources can continue to be used, thoughtfully implemented to contribute sustainably to the iGEM community.
Looking back over the year, our educational efforts left footprints on every target dimension along the Z-axis of the educational cube, achieving outcomes beyond expectations. These achievements are not only reflected in quantitative data but also in the real changes experienced by each participant.
(1)Cognitive Level: From unfamiliarity to understanding, we significantly enhanced public knowledge about iGEM, synthetic biology, and epilepsy. Through carefully designed activities, we effectively conveyed key concepts to participants, helping them build a scientific understanding.
(2)Skills Level: From theory to practice, education is not just about “knowing” but also “doing.” During “Purple Epilepsy Day,” participants received hands-on training in epilepsy first aid under the guidance of Teacher Zeng Meiqing. In the “Micropipette Operation Experience,” students performed their first practical liquid handling, bringing them closer to scientific instruments. These activities successfully transformed knowledge into practical skills that participants could take away.
(3)Emotional and Attitudinal Level: From detachment to empathy, we planted seeds of inclusion and observed many heartwarming transformations. The “Lavender Seed Project” extended care from on-site activities into daily life, fostering participants’ continued concern for people with epilepsy. Through destigmatization campaigns, we promoted reduced public prejudice and strengthened inclusivity. Science became not just cold terminology, but a pursuit imbued with humanistic care.
(4)Participation and Community Level: From audience to co-creators, this is an achievement we are especially proud of. In the “Fruit Flies and Synthetic Biology” activity, children proposed imaginative ideas such as “pollinating fruit flies,” actively contributing to the shaping of synthetic biology content. During Xiaohongshu live streams and multi-school collaborative broadcasts, viewers participated in real-time through questions and suggestions, engaging in a dialogue that dynamically shaped scientific content. Activities like the “Five-School Aerobics Program” fostered a sense of collective ritual, breaking down team and regional boundaries, and creating a feeling of belonging and collaboration.
(5)Sustainability of Tools: From one-off events to long-term resources, the educational tools we developed continue to expand in value. The “Microbe World” science card game, “Little SynBio’s Fantastic Journey” picture book, “Reverse Lab” game, “Neuron Shake” DIY kit, aerobics, and Tai Chi courses all feature playful, low-threshold designs and are open to the public. Together with our WeChat and Xiaohongshu science communication systems, they form a stable knowledge base capable of long-term impact, thoughtfully implemented to achieve true sustainability.
While advancing our educational practice, we have also recognized several areas that need improvement:
(1)Scope of Activities: Although we organized a variety of science outreach activities, resource and time constraints limited participation in some events. For example, hands-on biology model workshops and lab experiences could only accommodate a small number of participants per session due to space and equipment requirements, preventing more interested individuals from having direct experiences.
(2)Long-Term Tracking of Educational Impact: While we received abundant immediate feedback after each activity, we rarely know whether the knowledge gained and interest sparked persist in participants’ minds months later. This makes it difficult to evaluate the long-term value of our educational efforts.
(3)Resource Utilization Efficiency: Some aspects of event planning and execution could be optimized. Certain preparation steps were time-consuming but yielded limited impact, while highly effective activities could not be scaled due to resource constraints.
(4)Connection with Broader Audiences: Although we established strong collaborations with schools and local communities, engagement with remote regions and culturally diverse groups remains limited. Exploring ways to extend synthetic biology education across geographic and cultural boundaries is a continuing challenge.
These reflections have reinforced our understanding that science education requires sustained investment and continual refinement. Acknowledging these limitations clearly points the way toward future progress.
Based on these reflections, we have formulated improvement strategies:
(1)Expanding Activity Coverage: To address limited participation, we will further develop online education formats. We plan to produce a series of instructional videos and interactive web-based content, using digital approaches to overcome space and equipment limitations, including more people in shaping and participating in synthetic biology learning.
(2)Enhancing Long-Term Tracking: To address the lack of follow-up mechanisms, we will establish ongoing contact with schools and communities that participated in our activities. Through regular check-ins and online surveys, we will monitor participants’ knowledge retention and attitudes over time, providing sustained support for evaluating educational impact.
(3)Optimizing Resource Use: To improve efficiency, we will focus on promoting the 2–3 most effective activity formats and create a resource-sharing platform to disseminate mature activity plans and teaching materials, allowing others to build upon our work.
(4)Connecting with Broader Audiences: To engage more diverse populations, we will actively collaborate with schools and communities in remote areas. By mailing educational kits and conducting online interactive sessions, we aim to make educational resources accessible across geographic boundaries.
We believe that these concrete, feasible measures will allow our science education initiatives to advance steadily and effectively. Every small improvement contributes to the broader dissemination of synthetic biology education.
The core impact of our educational practice lies in initiating a sustained and open dialogue with more people. Our “Educational Cube” functions as an interactive growth space—where children’s creative ideas directly inspire us, real-time questions from live-stream audiences dynamically shape content, and the public’s genuine needs guide the development of truly useful tools.
At the same time, the series of educational tools we have carefully designed serve as open, long-term, and sustainable resources, available for others to use and recreate. This means the ripple effect of dialogue continues autonomously and deeply. Ultimately, we are gratified to see that learners are no longer passive observers of science—they become active shapers, contributors, and participants in the synthetic biology dialogue.
This educational initiative has not only built a human-centered educational ecosystem but also demonstrated our commitment to the “Best Education prize”: through innovative educational tools and outreach activities, we have established two-way dialogue with broader communities, enabling more people to shape, contribute to，and participate in synthetic biology.