Our educational work began with a clear need: through our Human Practices research, we found that most people—from rural students to urban consumers—had little access to learning about synthetic biology, and awareness of sustainable clothing choices remained low. This discovery drove us to create learning experiences that are not just informative, but inclusive and dialogue-driven.

We designed each activity as a platform for mutual learning, ensuring that children's curiosity, students' critical questions, artists' creativity, and online followers' feedback actively shaped both our project and their understanding of science. By meeting people where they are—whether in community centers, remote high schools, art spaces, or social media—we opened meaningful dialogues that let diverse voices participate in and influence the future of sustainable biotechnology.

In doing so, we've not only raised awareness but also built a replicable model of science communication—one that connects synthetic biology to daily life, empowers underrepresented groups, and turns public input into real project evolution.

Our research revealed limited awareness of sustainable textiles among young people, prompting us to design engaging workshops. Working with 4 iGEM teams—including SZU-China, SCAU-China, GreatBay-SCIE, and AIS-China—we brought synthetic biology to life through everyday themes like clothing, food, living, and transportation. Children and parents touched spider silk fibers and learned how microorganisms help make eco-friendly fabrics, turning abstract science into something real and relatable.

Nearly 60 children and parents joined our four workshops, and their views on science changed right away. Many began to see microbes as "little helpers" instead of something scary. When we introduced our straw-based fiber, students were excited about choosing sustainable materials in the future. Their enthusiasm showed us that early education can truly reshape how people see science and environmental responsibility.

Through our engagement with farmers in Fengkai County, we recognized that many students in remote areas had few chances to explore advanced science. To help bridge this gap, we organized a special synthetic biology lecture at a high school in Shiyan, Hubei—a mountainous region where such opportunities are rare. We introduced key concepts through real-world examples like insulin production and our own Strawtopia project, encouraging students to think about how bioengineering can solve global problems.

The students surprised us with thoughtful questions about ethics and safety, giving us insight into public concerns about synthetic biology. Many said they became more interested in biology careers after seeing how it addresses real issues. Their fresh perspectives helped us notice details we had missed, proving that education is a two-way learning process.

We teamed up with Cyan Studio at Beijing’s 798 Art District to turn straw-based fibers into art. Our exhibition, called "Cycle," showed how agricultural waste can be reborn through biotechnology, telling a visual story of renewal and sustainability. This approach allowed us to reach beyond traditional educational settings and engage with diverse public audiences. We expect to attract more visitors to respond with genuine curiosity about the transformation process from straw to artwork, and to share the promise of synthetic biology in a new way.

To reach a wider audience, we launched a social media campaign focused on sustainable fashion and synthetic biology. Using clear language and engaging visuals, we shared how biotechnology can turn waste into valuable materials. Our 3 posts attracted over 706 engagements, starting meaningful conversations online.

The response revealed strong public interest in practical eco-solutions. Followers’ questions and feedback helped us understand which parts of our project people cared about most, allowing us to improve how we talk about our work. This experience showed that social media can open ongoing, borderless dialogues about science.

Through our education initiatives, we have created more than just learning opportunities—we have built bridges between science and society. Each workshop, lecture, exhibition, and social media post was thoughtfully designed not only to share knowledge but to invite active participation. The questions, ideas, and feedback we received have directly improved Strawtopia, demonstrating that public engagement enriches both the learners and the project.

We have documented our educational resources and strategies—enabling future iGEM teams and educators to adapt and expand upon this work. By showing how synthetic biology can connect with everyday life through multiple access points, we have helped create a more inclusive pathway for people to shape, contribute to, and participate in the ongoing evolution of biological innovation. True education, we've learned, doesn't just transmit knowledge—it grows through every conversation it sparks.