1. Overview & Vision

Cardiovascular diseases (CVDs) are not only a research topic for us, but also represent both a personal and societal challenge that drives our commitment to this work. Synthetic biology is often perceived as abstract and inaccessible, creating a gap between scientific innovation and public understanding. In addressing this public issue, education is undoubtedly at the core of our project. We recognized from the very beginning that science does not exist in isolation. To truly shape the future of synthetic biology, we must engage society in meaningful dialogue—listening to their concerns, learning from their perspectives, and co-creating a vision of how biotechnology can serve public needs.

Our education vision is therefore twofold:

​ ○ Making synthetic biology accessible and engaging – breaking down complex concepts into interactive experiences that people of all ages can understand and enjoy.

​ ○ Building platforms for mutual learning – creating opportunities for students, parents, elderly participants, and the broader public not just to receive knowledge, but also to voice their ideas, questions, and even critiques.

Through this approach, we aim to go beyond simple outreach. Instead, we designed a sustainable system of educational practices: from our iGEM school club and science corner, to inter-school summits, community workshops, innovative educational tools, and online platforms. Each activity was thoughtfully tailored to its audience and incorporated feedback to improve future efforts.

2. Evaluation and Improvement

To ensure that our education activities were truly inspiring, effective, and responsive to public needs, we developed a feedback survey. After each event, participants were invited to complete this survey to share their impressions and suggestions.

By consistently collecting and reviewing responses after each session, we established a feedback-driven improvement cycle. Through this ongoing process, our education evolved from a one-way introduction to a dynamic dialogue between our team and the public

This allowed us to:

​ ● Identify areas where participants struggled or wanted more interaction;

​ ● Adjust our teaching style and materials in real time;

​ ● Track our progress through continuous evaluation;

​ ● Ensure that our education was built on mutual learning and reflection, not static instruction.

3. Building Foundations: School-based Education

3.1. iGEM Club & iGEM Corner

As a school-based iGEM team, we did not limit our efforts to the competition members alone. To build an inclusive learning and education platform, we established the iGEM Club and the iGEM Corner inside our school. The iGEM Club is open to all students, not only team members. It combines teacher-led courses with student-led discussions and presentations, ensuring that students are both learners and contributors. At the same time, the iGEM Corner—science posters placed in high-traffic areas such as hallways, classrooms, labs, and the school lobby—turns daily school spaces into hubs of synthetic biology communication. Together, the Club and Corner make synthetic biology a visible, accessible, and participatory part of school life.

Reach & Scale

​ ● 20+ students joined the club across the school year.

​ ● The club sessions were held weekly, totally with 18 lectures delivered (we have shared the club schedule below).

Type	Course / Task Title	Description
Core Course	Synthetic Biology & iGEM Competition: Industry Frontiers and Talent Development	Introduction to the latest trends in synthetic biology and the role of iGEM in nurturing future innovators.
Core Course	Exploration & Expression: A High School Student's Guide to Research + Lab Basics & Safety	Building research mindset and communication skills; mastering laboratory safety and best practices.
Team Task	Cultural Wall: Visual Expression of Campus Culture	Designing and updating the iGEM Corner to promote synthetic biology across campus.
Core Course	Group Brainstorming & Idea Sharing	Team-based brainstorming sessions and progress presentations.
Team Task	Public Outreach Planning & Implementation	Designing and carrying out a public outreach activity.
Core Course	From Design to Evolution: Understanding the DBTL Engineering Cycle	Learning the core loop of synthetic biology: Design–Build–Test–Learn.
Core Course	Team Culture Building & Outreach Planning	Strengthening team identity and preparing for external engagement.
Core Course	Learning iGEM Award Criteria	Systematically studying iGEM medal and award requirements, with focus on gold criteria.
Team Task	Team Culture & Outreach Planning (Preparation)	Drafting outreach and human practices plans in subgroups.
Core Course	Dialogue & Co-Creation: Human Practices and Social Integration	Exploring how iGEM projects connect with society and ethical values.
Team Task	Selecting and Discussing Gold Criteria	Choosing the appropriate award criteria for our project and discussing alignment.
Core Course	Effective Task Management & Leadership Selection	Learning project management skills and electing subgroup leaders.
Core Course	Project Topic Discussion & Kick-off Meeting	Finalizing project theme and officially launching the team project.
Team Task	Background Research & HP Planning	Conducting literature research and initial planning for human practices activities.
Core Course	Fundraising Simulation Workshop	Experiencing fundraising and resource allocation through a business simulation.
Team Task	Project Management & Deliverables Preparation	Training in project management, documentation, and preparing promotional materials.
Team Task	Outreach Implementation	Executing the designed outreach plan in real settings.
Team Task	Annual Club Exhibition	Presenting yearly outcomes and promoting iGEM to the wider school community.

​ ● Approximately 30% of participants in the club were not our team members, showing that the club expanded its impact beyond our core iGEM team.

​ ● Over 5 permanent iGEM Corners across campus, all located in high-traffic areas. (For example, there are four classrooms in the corridor, with approximately 80+ students passing through daily during class rotations.)

​ ● They establish long-term sustainability, as both will continue operating even beyond the competition season.

3.2. Annual Club Fair

At the annual school club fair, every student organization was asked to present its achievements through a booth and exhibition board. We used this opportunity not only to showcase our iGEM project but also to spark dialogue around synthetic biology. Our exhibition board included two interactive sections:

​ ○ Q&A Wall: "What life problem would you like to solve using the power of microbes?"

​ ○ Debate Corner: "Would you support using synthetic biology to modify the human body for immortality?"

These prompts encouraged students to reflect on both practical applications and ethical dilemmas, making synthetic biology relevant to their own lives.

Reach & Scale

​ ● 90+ students visited our booth during the fair.

​ ● 50+ students left written responses on the Q&A and debate walls.

​ ● Our club earned the school honor of "Outstanding Competition Club" (only 2 clubs received this recognition) and a place in the Top Ten Clubs of the year.

Outputs

​ ● We compiled students' responses from the Q&A Wall into a booklet titled "Voices of Students: How We Imagine Synthetic Biology". The booklet categorizes student ideas into themes such as environment, healthcare, daily life, agriculture, and ethics.

​ ● From the Debate Corner, we have made a diagram presenting the arguments for and against, along with neutral perspectives, as expressed by students. This resource will serve as a starting point for ethical discussions and will be utilized in future lectures and seminars.

3.3. School Lecture

We organized a lecture at NAIS to introduce our iGEM project and demonstrate how synthetic biology can modernize traditional Chinese medicine, particularly in producing leonurine for cardiovascular health. The session included hands-on activities where participants practiced vascular suturing using training kits and explored a cardiovascular model to better understand the biological context. To consolidate learning, we used a Kahoot quiz at the end of the lecture to evaluate knowledge absorption in a fun, interactive way.

Reach & Scale

​ ● 30+ high school students attended the lecture and 95% of them engaged in the hands-on activities.

​ ● This event not only explained science but also provided a first-hand career exploration experience.

4. Expanding to Inter-school & Youth Communities

4.1. Shanghai Symbiosis Summit

The Symbiosis Summit is a joint academic event organized by nine high schools in Shanghai, aimed at creating a platform for science clubs and iGEM teams to share knowledge and engage with the broader community. This year was the second term of the summit, featuring expert talks as well as exhibition booths where teams presented their projects. Visitors ranged from elementary to high school students, as well as many parents, making the event a truly diverse gathering. Each participant received a "stamp sheet" and could collect stamps by completing interactive activities at different booths.

At our booth, we designed a memory game called "Match the Medicine!" to help participants connect traditional Chinese medicinal herbs with their active compounds and physiological functions. Students were asked to memorize cards briefly and then match them correctly. This simple, gamified design made complex biomedical concepts approachable for all age groups.

To further encourage critical thinking, we posed an open-ended question to every participant:

"If you needed medicine, would you prefer it from a plant or from a microbe? Why?". This prompted discussions not only between our team and the participants, but also among students and parents themselves.

Reach & Scale

​ ● 100+ people visited our booth, including students from elementary to high school and parents.

​ ● 90+ participants successfully completed the memory-matching challenge and collected stamps (we distributed a total of 93 stamps).

Outputs

​ ● We uploaded the card designs for our "Match the Medicine!" game to our wiki as an educational resource for other iGEM teams to use in the future.

​ ● We have compiled feedback on the "Plants VS Microbes" question, which presents a diverse range of perspectives from students and parents. This not only reflects people's thoughts on the origins of medicines but also reveals how synthetic biology serves as a bridge connecting traditional and modern science.

4.2. Clay Cells Workshop

To reach younger learners, we organized a workshop at a community college in Shanghai, introducing elementary students to the world of DNA and cells. Our team carefully designed the session to simplify abstract biological concepts into vivid, child-friendly metaphors. DNA was explained as the "instruction book of life", and the cell was described as a "factory" where each organelle plays a role—mitochondria as the power station, ribosomes as workers, and the nucleus as the control room.

The highlight of the session was the hands-on activity: students used colored clay to build cell models. This activity transformed passive listening into active exploration, helping children visualize and internalize the concepts.

Reach & Scale

​ ● 20+ children participated in the event and 90% of them completed their own clay models.

​ ● Students took their handmade models home and shared their newly acquired knowledge with family members, demonstrating that the educational impact extends beyond the classroom.

4.3. STEMHUB Workshop

At the Shanghai STEMHUB workshop, we presented our project alongside three other iGEM teams. While most focused on sustainability, we highlighted health and medicine by introducing the traditional herb Leonurus japonicus (motherwort) and its link to cardiovascular therapy.

We designed an interactive activity where participants painted motherwort to visualize the connection between traditional medicine and modern bioscience. To deepen engagement, we invited four students to brainstorm their own ideas, resulting in a five-slide presentation on a temperature-controlled biogas system. We connected their proposal back to synthetic biology by discussing how engineered microbes and genetic circuits could optimize such processes.

Reach & Scale

​ ● 30+ high school participants, and nearly all produced motherwort drawings.

​ ● Four students brainstormed about the applications of synthetic biology in modern life and shared a topic on a temperature-controlled biogas production system.

4.4. Rural School Outreach

In rural mountain areas of China, many children have limited access to science education. Biology, in particular, is rarely taught systematically, leaving a significant knowledge gap compared to urban schools. To help address this inequality, two of our team members joined a one-month teaching program, where they delivered a series of eight biology lessons to local students.

The curriculum was carefully structured to build concepts step by step:

1. What is Life? – Living vs. non-living things.

2. The Building Blocks of Life – Introduction to cells.

3. Inside the Cell – Organelles and their functions.

4. DNA as the Instruction Book – Simple explanation of heredity.

5. Plants and Photosynthesis – How plants make food.

6. Animals and Energy – How humans and animals get energy.

7. Health and Medicine – Why we need food, rest, and sometimes medicine.

8. Looking Ahead: Science and Us – A simple introduction to how scientists (including synthetic biologists) can help people live healthier lives.

This series not only filled gaps in basic biology knowledge but also gave students a first taste of how science connects to their everyday lives.

Reach & Scale

​ ● 30+ students participated consistently.

​ ● Local teachers received our lesson plans and materials to continue the curriculum.

5. Bridging Generations: Elderly & Adults

5.1. Herbal Sachet Workshop

At Shanghai Community College, we organized a hands-on workshop for local adults centered on traditional herbal sachet making. Instead of limiting the session to cultural craft, we intentionally integrated synthetic biology perspectives. We first introduced the historical role of herbs like motherwort (Leonurus japonicus) in Chinese medicine for cardiovascular health. Then, while guiding participants in sewing sachets filled with dried herbs, we facilitated discussions on how modern synthetic biology can produce active compounds like leonurine more sustainably and reliably.

This dual approach combined heritage and innovation—making traditional practices tangible while opening up dialogue on modern biotechnology. It provided participants with both a cultural experience and a scientific lens to rethink healthcare solutions.

Reach & Scale

​ ● 40+ adults participated in this event, including parents, retirees, and working professionals.

​ ● Many took sachets home, extending the conversation to their families.

Question	Participant's Reflection	Notes / Summary
● 1. What did you learn about herbal medicine today?	● "I didn't know motherwort could help with heart health before." ● "Herbal sachets are more than just tradition—they have science behind them." ● "Herbs can be cultural and scientific at the same time." ● "I realized that plants have active compounds that scientists can study."	Participants connected traditional practices with modern science; many were surprised by the real pharmacological functions behind herbs.
● 2. How do you feel about using synthetic biology to make medicine?	● "It sounds modern but also safe when explained clearly." ● "I like that microbes can be like small factories—it makes sense." ● "I was worried about 'GMOs' before, but now I see the benefits." ● "If it makes medicine cheaper and safer, I would accept it." ● "I trust science more when I can ask questions directly."	Overall positive acceptance when benefits were clearly explained. Concerns existed initially, but dialogue and examples built confidence and understanding.
● 3. What message would you bring home to your family?	● "I will tell them that herbs and science can work together." ● "I'll show my kids the sachet and explain the story." ● "I want to share with my parents that synthetic biology is not scary." ● "This sachet now carries both tradition and knowledge."	The workshop empowered participants to become secondary educators—bringing knowledge from the session back to their families and communities.

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5.2. Elderly Science Outreach: Health Myths & Herbal Wisdom

Recognizing that elderly people are both the main group affected by cardiovascular diseases and one of the populations most skeptical toward biotechnology, we conducted an educational outreach at a local senior care center. This event also formed part of our Human Practices, as we aimed to directly understand their perceptions and concerns regarding health and synthetic biology.

The workshop, themed “Truth and Myths in Health Maintenance”, focused on clarifying common misconceptions—such as “drinking vinegar lowers blood pressure,” and “chicken soup cures weakness.” Through vivid, relatable examples, we explained which health practices are supported by science and which are misleading.

We also introduced leonurine, the active component of motherwort, explaining its function in preventing cardiovascular diseases and how synthetic biology enables safer and more sustainable production of such compounds. To make the session engaging, we served motherwort tea and distributed herbal sachets (previously made during our adult community workshop), helping participants connect the knowledge with familiar cultural traditions.

Reach & Scale

​ ● The elders shared their years of "health preservation wisdom", while the students validated it with science, creating a two-way exchange.

​ ● Sachets produced in the adult workshop were reused here, creating continuity across age groups.

Common Saying	Scientific Reality
"Drinking vinegar lowers blood pressure."	❌ False. Vinegar may aid digestion but does not control hypertension.
"Chicken soup cures weakness."	❌ Misconception. Chicken soup may comfort and provide fluids, but it is high in purine and not suitable for people with gout. It cannot replace balanced nutrition or medical treatment.
"When you catch a cold, just drink plain porridge."	❌ False. Porridge alone is low in protein and nutrients. During illness, the body needs a balanced diet (protein, vitamins, fluids) to recover.
"Bone broth makes bones stronger."	❌ Misconception. Bone broth contains little calcium. Strong bones require calcium-rich foods, vitamin D, and exercise.
"Eating only vegetarian food guarantees health."	❌ False. A strict vegetarian diet without planning may lack vitamin B12, iron, and protein. Balanced diet is key.
"Drinking red date water replaces medicine for anemia."	❌ False. Red dates contain iron, but in very low amounts. They cannot replace iron supplements for anemia.
"Soup is more nutritious than solid food."	❌ False. Most nutrients remain in the solid part; only some minerals dissolve into soup. Eating solids is essential.
"Eating more walnuts makes you smarter."	❌ Misconception. Walnuts are healthy fats, but intelligence comes from education and brain activity, not food shape.
"The more you sweat, the healthier you are."	❌ False. Sweating is just body temperature regulation; excessive sweating can signal problems.

6. Innovative Educational Tools

6.1. Pharmaceutical Race Card Game

To transform complex concepts of pharmaceutical production into an engaging learning experience, our team designed an original educational card game called "Pharmaceutical Race". In this game, players roleplay as research teams competing to produce leonurine through two different paths: Traditional Herbal Extraction and Synthetic Biology-based Production. This board game not only illustrates the trade-offs between tradition and innovation but also encourages critical discussion of real-life scientific and ethical issues in a playful, interactive format.

Reach & Scale

​ ● We conducted pilot playtests of this card game at several events and occasions.

​ ● The rulebook and card deck have uploaded to our wiki, enabling other iGEM teams and educators worldwide to replicate or adapt the activity.

​ ● Teachers at NAIS expressed interest in incorporating the game into regular biology classes as a supplementary teaching tool.

6.2. Cardiovascular Blockage Model & Surgical Simulation

To connect our project to real-world cardiovascular challenges, we used a comparative arterial blockage model that vividly demonstrates the difference between a healthy blood vessel with smooth blood flow and an artery narrowed by atherosclerosis and thrombosis. This tangible model allowed participants to see and feel how blockages can restrict circulation, directly linking to our project's goal of producing leonurine to support cardiovascular health.

Beyond observation, we invited participants to practice a simplified vascular suturing activity. By handling surgical tools and stitching simulated vessels, students experienced the precision required in cardiovascular medicine. This hands-on session not only deepened their understanding of heart disease prevention but also served as an introduction to career skills in healthcare and biomedical sciences.

6.3. Smashing Synthetic Biology Rumours Handbook

As part of a broader international initiative to address misconceptions about synthetic biology, our team joined 32 iGEM teams worldwide in co-creating the "Smashing Synthetic Biology Rumours" handbook. Each team contributed to clarifying one commonly heard rumour by pairing it with a fact-based, accessible explanation. The final handbook presents myths in a concise, accessible format suitable for the general public, helping readers critically evaluate information rather than accept or reject synthetic biology uncritically.

Reach & Scale

​ ● Our team further shared the handbook at school events and community workshops, reaching over 200 local readers.

​ ● This handbook has also been uploaded to our team wiki and social media platforms for digital distribution, expanding its reach to an international audience.

6.4. Posters & Leaflets

To make synthetic biology approachable and visually engaging, we designed a series of educational posters and trifold leaflets. These materials simplified complex concepts such as DNA, microbial engineering, and the role of leonurine in cardiovascular health into clear graphics and concise explanations. We distribute these materials in residential communities, parks, schools, and other locations to ensure broader awareness and create lasting impact.

Reach & Scale

​ ● We consistently distribute over 500 copies of printed materials such as posters, brochures, and tri-fold leaflets.

7. Digital & Online Outreach

7.1. Online Live Broadcasts

We collaborated with four other iGEM teams to organize the "Circle of LIVE" online broadcasts. The program consisted of two livestream sessions under the theme: contribution and wellness, divided into five sub-sections: Animal, Human, Society, Environment, and Resource Contribution.

Our team participated in the Wellness-Human section, delivering a presentation entitled "From Traditional Herbs to Modern Drugs—Synthetic Biology and the Green Production of Leonurine". Through this, we introduced the history of motherwort, the scientific basis of leonurine, and how synthetic biology offers sustainable solutions for cardiovascular health. Each session included interactive Q&A polls and open discussions, allowing viewers to engage with teams directly.

Reach & Scale

​ ● The two livestreams collectively drew an audience of 880 people.

​ ● Viewers included students, educators, parents, and members of the general public.

7.2. Social Media Platform

In addition to offline activities, we established a strong online presence to extend our educational impact. Our efforts centered on two main strands:

1. "One Word a Day in Synthetic Biology"

A micro-learning campaign where we published daily posts introducing one keyword in synthetic biology (e.g., plasmid, enzyme, CRISPR). Each post combined a concise, easy-to-understand explanation. This helped non-experts gradually build a foundation in synthetic biology.

2. WeChat Official Account

Our team operated a dedicated WeChat channel, releasing in-depth articles on:

​ ○ The iGEM competition and its spirit of collaboration.

​ ○ Synthetic biology basics explained for beginners.

​ ○ Cardiovascular diseases: prevention, treatment, and relevance to public health.

​ ○ Leonurine and its potential role in protecting the heart and brain.

Together, these platforms created a layered digital education strategy, from quick, daily learning bites to comprehensive articles.

8. Reflection and Conclusion

Throughout our education program, we consistently collected feedback after every offline event using our standardized survey. Each round of reflection helped us refine our teaching design—adjusting materials, delivery, and interaction formats. While we continuously improved along the way, the comparison between our first and final activities best illustrates the overall growth of our education approach.

The results below presents this progression. Across all six indicators—overall satisfaction, interest, understanding, interaction, critical thinking, and material clarity—there was a clear upward trend.

​ ● Overall satisfaction increased from 57.69% to 88.46%.

​ ● Engagement and mutual learning rose from 64.1% to 76.92%.

​ ● The ability to think critically improved from 56.41% to 80.77%.

These results confirm that our education evolved from being informative yet one-directional to being interactive, inclusive, and thought-provoking.

Several key lessons emerged:

​ ● Accessibility is essential. Simplifying scientific materials and using visual tools made synthetic biology approachable for diverse audiences.

​ ● Interaction builds trust. Activities such as discussions, games, and hands-on models shifted our events from lectures to dialogues, strengthening engagement.

​ ● Critical thinking matters. By openly addressing both advantages and limitations, we avoided the risk of “promoting” synthetic biology and instead fostered genuine scientific literacy.

​ ● Sustainability ensures impact. The creation of reusable outputs—such as games, handbooks, and posters—extends our influence far beyond a single activity.

Through this process, we not only improved participants’ learning outcomes but also improved ourselves as educators, gaining the skills to listen, adapt, and design responsibly. This reflective cycle of feedback → adjustment → growth has become the cornerstone of our education approach.

We have built a multi-level education framework that brought synthetic biology closer to diverse audiences—students, parents, teachers, community members, and the elderly. Starting from our iGEM Club and cultural wall, extending to cross-school summits, interactive workshops, and digital platforms, we ensured that synthetic biology was not just taught, but discussed and co-shaped with society.

We see education not only as a way to share knowledge, but as a way to empower people to think critically, engage responsibly, and imagine new possibilities together. By opening synthetic biology to dialogue and participation, we hope to inspire a generation that will approach science with curiosity, care, and a sense of responsibility for society.