EDUCATION

During the interviewing process, we found that most students have a vague understanding of the importance of nitrogen in agriculture—many only know nitrogen is a "fertilizer component" but don’t grasp its role in crop growth (such as promoting leaf development and protein synthesis). Besides, they are barely aware of the harms of long-term excessive use of chemical nitrogen fertilizers (like soil compaction, water eutrophication, and reduced soil fertility), and have little knowledge about biological nitrogen fertilizers (e.g., rhizobium nitrogen fixation, biological bacterial fertilizers). What’s more, nearly all interviewees have never heard of root-knot nematodes or their damage to soil (destroying crop roots, reducing nutrient absorption, and causing yield loss). Thus, it’s crucial to share these agricultural knowledge and related insights with students interested in this field.

Based on our interviewing experience, students tend to forget agricultural knowledge easily if they only listen to explanations without intuitive reading materials. Therefore, it’s essential to prepare a knowledge booklet before carrying out the educational activity. Since the target audience is students, the content should be concise, vivid, and combined with simple examples (such as comparing chemical and biological nitrogen fertilizers with "quick-acting but harmful" vs. "sustainable and safe"). Thus, we designed a knowledge booklet whose main content includes: the key role of nitrogen in agricultural production, the environmental and soil harms of excessive chemical nitrogen fertilizers, the types and application status of biological nitrogen fertilizers, and the basic knowledge of root-knot nematodes (their harms to soil and simple identification methods).

We launch science education initiatives to engage students across multiple regions and school types, spanning elementary through university levels. Our goal is to introduce young learners to the innovative concepts of the International Genetically Engineered Machine Competition (iGEM) and the core principles of synthetic biology. This enables them to better understand our project—developing a dual-function system in crops that attracts nitrogen-fixing bacteria while repelling nematodes. We convey the connection between cutting-edge science and practical applications in ways accessible to students, sparking curiosity about life sciences and agricultural innovation across different age groups.

Considering the knowledge levels and cognitive characteristics of students at different educational stages, we tailor our language style: using accessible and engaging expressions for elementary students, incorporating foundational subject knowledge for middle schoolers, and appropriately integrating professional perspectives for university students to ensure comprehensibility across age groups. Additionally, the program features rich interactive segments and incentive mechanisms—such as project-related quizzes and creative idea sharing—where participating students can earn project-themed merchandise, making the learning journey more engaging and enjoyable.

Through these activities, we aim not only to introduce the iGEM competition and synthetic biology to more young people but also to provide them with an initial understanding of our project. Using synthetic biology techniques, we help crops better attract nitrogen-fixing bacteria for nutrient acquisition and reduce nematode damage, thereby supporting more environmentally friendly and efficient agricultural development. Ultimately, we hope students at all levels can engage with science in a relaxed atmosphere, develop a passion for it, and even consider participating in similar innovative projects.

To provide elementary school students with hands-on exposure to synthetic biology concepts and our crop-related projects, we conducted two science outreach sessions at Huazhong University of Science and Technology Affiliated Primary School in Wuhan, Hubei, and at a primary school in Weifang, Shandong. Considering the cognitive characteristics of elementary students, we tailored both content and presentation style: complex synthetic biology concepts were simplified, with PPTs featuring vibrant cartoon illustrations depicting crops, nitrogen-fixing bacteria, and nematodes. Metaphors like “crops' little nutritional helpers (nitrogen-fixing bacteria)” and 'root pests' for crops (nematodes)." Simple interactive Q&A sessions were designed, with small plush toys as rewards for correct answers to boost engagement.

During the presentation, we observed an unexpected phenomenon: some elementary students demonstrated a stronger foundation in biology than anticipated. Many could briefly describe how “nitrogen-fixing bacteria in root nodules help plants grow better,” and when asked “What do nematodes do to crops?”, several correctly answered “They eat plant roots.” This proactive cognitive feedback significantly eased the knowledge transfer challenge, while the students' enthusiastic responses energized the atmosphere. During the Q&A, students eagerly raised their hands. Those who answered correctly not only received plushies but also voluntarily shared them with peers, further amplifying overall engagement.

Following the presentation, we surveyed students' knowledge retention through a brief questionnaire (featuring multiple-choice and open-ended questions like “Which organisms help crops obtain nutrients?” and “What crop problem does our project aim to solve?”). Results showed most students retained core concepts clearly: - Over 80% correctly identified “insufficient nitrogen” and “nematode feeding” as causes of reduced crop yields; Nearly 70% accurately stated our project's objective—“helping crops attract nitrogen-fixing bacteria and repel nematodes.” Some students further demonstrated knowledge retention in open-ended responses, writing statements like “We must protect crops from nematode damage” and “Nitrogen-fixing bacteria are crops' best friends,” clearly indicating effective knowledge transfer. Based on the implementation of both events and post-activity surveys, this science outreach initiative for elementary students achieved its intended outcomes: it successfully conveyed foundational concepts of cutting-edge science in an age-appropriate manner while introducing participants to our project's core objectives. This lays a practical foundation for future science education efforts targeting younger age groups.

To introduce secondary school students to synthetic biology and the International Genetically Engineered Machine Competition (iGEM), we conducted outreach presentations at multiple secondary schools in Ruian City, Zhejiang Province; Shijiazhuang, Hebei Province; and Wuhan, Hubei Province. The presentations focused on the fundamental principles of synthetic biology and our project “Attracting Nitrogen-Fixing Bacteria to Crops + Repelling Nematodes,” with presentation details carefully designed to align with students' existing subject knowledge.

Recognizing students' foundational knowledge in biology and chemistry, we moderately increased the depth of content: moving beyond simple analogies to integrate textbook concepts like “microbial-plant interactions” and “ecological balance.” We explained how nitrogen-fixing bacteria provide nitrogen to crops through symbiosis, detailed nematode damage mechanisms to root systems, and outlined synthetic biology's core approaches to regulating these relationships—briefly mentioning techniques like “genetic engineering” and " ecological balance“ from their textbooks. We explained how nitrogen-fixing bacteria provide nitrogen to crops through symbiosis, the mechanisms by which nematodes harm root systems, and the core principles of synthetic biology in regulating these interactions. For instance, we briefly outlined the fundamental logic of ”guiding nitrogen-fixing bacteria aggregation via specific signaling molecules“ and ”utilizing natural compounds to repel nematodes." This approach ensured knowledge transfer aligned with their cognitive level while broadening their disciplinary horizons. Additionally, we provided each participating student with a customized science handbook containing project-specific synthetic biology concept explanations, element introductions, and principle diagrams. We also distributed project-themed merchandise to enhance the event's memorability.

During the presentation, the middle school students demonstrated more proactive and insightful engagement: When asked questions like “Does the symbiosis between nitrogen-fixing bacteria and crops require specific conditions?” and " “Could nematode-repelling compounds affect other beneficial organisms?” Many students drew on textbook knowledge to share their insights, with some even linking these concepts to ecosystem stability, sparking brief discussions. This exploratory interaction, grounded in existing knowledge, transformed the presentation from a one-way lecture into a two-way exchange of ideas, confirming that the content's complexity was well-suited to their comprehension level.

After the presentation concluded, many students lingered to ask further questions. Some inquired about synthetic biology's applications beyond agriculture, others delved into the project's “signaling molecule screening methods,” and several sought guidance on joining the iGEM competition. This post-presentation engagement clearly demonstrated that the talk not only clarified our project's core but also sparked deeper curiosity about synthetic biology.

During the China Conference of iGEMers, we conducted a public presentation on our synthetic biology project, focusing on the technical logic and academic value of the “crop nitrogen-fixing bacteria attraction + nematode repellency” system.

During the presentation, we thoroughly dissected the project's core: from its background to the design of engineered bacteria, and the synthesis and screening experiments of nematode-repelling proteins. We also shared insights on preparing for iGEM participation and conducting experimental reviews. In the interactive session, many university students engaged in discussions on academic topics such as the rationality of project design, molecular switches, and biosafety. Some students even offered optimization suggestions based on their own research experiences.