In IHP's "Double-Helix Model" — composed of intertwined societal and technological strands — education acts as the essential "base pairs" that connect and stabilize the structure, enabling dynamic two-way learning between our project and the real world. To strengthen this connection, we developed the ATGC framework (Analyze, Trigger, Generalize, Consolidate), through which we have engaged 1,000+ participants, covered 12 cities, collaborated with 19 teams, and gathered 600+ valid survey responses.

The four dimensions form a closed loop: Analyze enhances activity relevance through targeted audience analysis; Trigger initiates engagement through independently executed activities; Generalize expands impact via collaborative outreach and online dissemination; and Consolidate enables continuous improvement through reflective iteration.

Figure 1 | ATGC Cycle: Iterative Growth of Education

Ultimately, the ATGC framework operationalizes education as the foundational link in the "Double-Helix Model", turning synthetic biology from an abstract concept into a topic co-understood with the public, and ensuring our technology remains responsive to societal needs.

Educational initiatives often fail due to a mismatch between content design and audience traits. To address this, Analyze integrate Bloom's Taxonomy of Educational Objectives — covering three key domains (cognitive, affective, and psychomotor) — to conduct in-depth analysis of different target audiences' characteristics. This process aims to provide clear direction for subsequent offline Trigger activities and online Generalize content, avoiding arbitrariness in educational practices. Combined with the theory's core dimensions, the key characteristics of each target audience group are organized into the table below, which serves as a direct basis for activity design:

Table 1 | Educational Analysis Across the Lifespan

In summary, based on Bloom's Taxonomy, this table clarifies the core characteristics of each target audience group and provides direct design guidance for subsequent phases. For instance, Trigger designs a series of hands-on workshops for children (aligning with their psychomotor preferences), while Generalize distributes popular science content on "the use of synthetic biology" to all age groups (matching their cognitive and affective needs). This ensures educational practices accurately align with the characteristics of different groups and support the implementation of the ATGC educational cycle.

Figure 2 | Effectiveness of the Trigger series activities

As the activation phase of the ATGC framework, Trigger bridges audience analysis (Analyze) and broad dissemination (Generalize). Through independently organized offline initiatives, we successfully engaged participants aged 5 to 55+, with over 900 participants and 1,900+ views on official platforms.

Each activity was designed as part of a branded series to enhance thematic recognition:

• Nature × Curiosity: Hands-on workshops for children to spark interest through play.

• Campus × Discovery: Interactive science classes for teenage students, fostering engagement through participation.

• Science × Practice: Themed orienteering and fabric upcycling workshops for university students, emphasizing hands-on application.

• Life × Scitech: Clothing recycling and practical science activities for older adults, highlighting everyday relevance.

These branded experiences successfully shifted participant attitudes from awareness to active interest, creating a solid foundation for subsequent large-scale promotion in the Generalize phase.

Campus × Discovery

"Exploring the Wonderful World of Microorganisms" Popular Science Activity

Analyze: This activity engaged junior high students (ages 12–15) who possessed basic biological knowledge but limited familiarity with synthetic biology. Cognitively, they learned best through concrete examples rather than abstract theory. Affectively, they valued interactive participation over one-way instruction. Psychomotor skills allowed them to complete simple hands-on tasks. The activity was designed to use daily-life scenarios and interactive formats to spark interest in synthetic biology without overwhelming students with complex content.

Process: The session introduced synthetic biology through relatable examples like food fermentation and environmental protection material improvement. It covered microbial categories, the role of E. coli as a common chassis organism, and basic safety concepts. Interactive segments — including a microbe matching game and a quiz challenge — enabled students to apply knowledge in a playful, engaging setting. The activity concluded by guiding participants to online follow-up content.

Figure 3 | Students interacting with our member

Consolidate: Student feedback indicated that while interactive elements were effective, the audience's readiness for synthetic biology topics remained limited. Their cognitive stage was more suited to foundational knowledge than ethical or technical debates. This insight prompted a strategic shift in subsequent programming: the Gene Island Exploration Program was redesigned for high school students, who demonstrated greater capacity for abstract reasoning and critical discussion. This adjustment ensured that content complexity better matched participants' developmental levels, improving engagement and educational impact.

Figure 4 | A group photo of our members and classmates

"Gene Island Exploration Program" with Qingjiang High School

Analyze: This activity targeted high school students (aged 16-17) who possessed basic logical thinking skills and the ability to engage in group collaboration and in-depth discussion. Cognitively, they showed interest in cutting-edge science but had limited understanding of synthetic biology. Affectively, they preferred science fiction scenarios and hands-on practice over one-way instruction. Psychomotor skills enabled them to perform standardized experimental operations. The activity aimed to stimulate interest in synthetic biology through role-playing and practical tasks while fostering scientific thinking and teamwork.

Process: The activity consisted of two main stages:

The theoretical introduction used science fiction works such as Jurassic Park to initiate discussions on real-world ethical issues, including whether genetic editing disrupts the natural order and how synthetic life challenges ethical boundaries.

Figure 5 | Students engaging in a lecture and ethical discussion

The practical exploration phase featured the "Gene Island" role-playing challenge, comprising three key segments: the "Memory Cliff" knowledge quiz to reinforce basic concepts, the "Reconstruction Canyon" plasmid assembly simulation allowing students to manipulate components and explain their functions, and the "Crystal Core Basin" future cell factory design task, which required interdisciplinary collaboration among scientists, ethics advisors, and environmental assessors to cultivate innovative and critical thinking.

Figure 6 | Students assembling plasmids and explaining their functions

Consolidate: Student feedback indicated that immersive role-playing and open ethical debates significantly enhanced both engagement and learning outcomes. This success confirmed that high school students respond positively to interactive formats combining hands-on practice and critical discussion. Building on these insights, the team refined the role-playing and mission-based model into the "Plasmid Campus Orienting Activity", integrating knowledge clues into a physical campus environment to extend the educational impact. This iterative process demonstrates our commitment to continuously improving educational strategies based on participant feedback.

Science × Practice

Plasmid Campus Orienting Activity

Analyze: This activity targeted university students aged 18–22. Although individual backgrounds varied, the group generally possessed basic knowledge of synthetic biology and plasmids but lacked deeper understanding of specific components such as promoters and terminators. Cognitively, they could quickly grasp professional concepts but required hands-on experience to reinforce memory. Affectively, they preferred interactive formats like combining sports and games, valuing team collaboration. Psychomotor skills allowed them to complete outdoor tasks with complex rules. The activity integrated plasmid knowledge into campus orienteering to strengthen understanding of plasmid component functions through team-based games.

Process: Five themed checkpoints corresponding to core plasmid components were set up: the promoter checkpoint used a card-flipping game to simulate transcription initiation; the target gene checkpoint employed a sandbag-tossing scoring mechanism to represent gene acquisition; the terminator checkpoint featured a "1-2-3 Statues" game to demonstrate transcription termination signals; the marker gene checkpoint involved charades to reinforce terminology; and the origin of replication checkpoint used ping-pong passing to simulate bidirectional plasmid replication. Teams planned their own routes to collect component stickers and assemble a complete plasmid card. A hidden mission with plasmid-related Q&A offered time bonuses for correct answers.

Figure 7 | Participants listening to the explanation of rules

Figure 8 | Participants playing charades in the mark gene checkpoint

Consolidate: Participant feedback confirmed that integrating scientific knowledge into sports significantly enhanced learning engagement and retention. This hands-on approach successfully stimulated deeper interest in synthetic biology among non-specialist students. Based on these findings, the team subsequently organized an iGEM campus promotion event incorporating practical sessions such as waste fabric collage, further expanding the reach of synthetic biology on campus. The activity also highlighted the need to engage younger audiences, providing important insights for developing future popular science activities for children.

Campus Promotion Activity for Bacterial Cellulose Project

Analyze: This activity targeted university students. Cognitively, while students possessed basic biological knowledge, most lacked understanding of specialized applications like bacterial cellulose materials. Affectively, they responded well to interactive formats that combine creativity and hands-on experience. Psychomotor skills enabled them to engage in practical tasks with appropriate guidance. The activity aimed to promote our project on temperature-controlled one-step synthesis of colored bacterial cellulose through engaging methods.

Process: The activity featured three connected segments. It started with a project introduction session using Q&A to explain the principles and advantages of bacterial cellulose synthesis. Next, an IHP questionnaire gathered participant feedback on material innovation applications. The main session involved creative collage-making using discarded Song-style brocade, allowing students to physically engage with textile materials while discussing sustainable alternatives. An evening iGEM promotion session briefly outlined competition participation opportunities.

Figure 9 | Event site and the completed fabric collage product

Figure 10 | A group photo of our members and all the audiences

Consolidate: Participant response was highly positive, with nearly 90% expressing strong interest in the project's innovative approach to combining traditional textiles with biotechnology. The activity successfully demonstrated the appeal of presenting specialized research through culturally relevant, hands-on formats. This experience will guide future project promotion activities, particularly in developing effective methods for communicating materials science concepts to student audiences.

Table 2 | Survey data on attitudes toward fun-based education

Nature × Curiosity

2025 National Science and Technology Week Popularization Activity

Analyze: This activity targeted children aged 5–8. Cognitively, they thought concretely and struggled with abstract concepts like synthetic biology. Affectively, they showed strong enthusiasm for hands-on practice and creative expression. Psychomotor skills were developing, enabling them to complete simple crafting tasks. The activity aimed to translate core principles of synthetic biology — such as component assembly and teamwork — into tangible artistic experiences.

Process: The activity progressed through three experiential phases that creatively introduced synthetic biology concepts. The seed collage session enabled children to explore component assembly by creating artworks from diverse seeds.

In the clay modeling phase, participants learned about structure construction by shaping crops from basic materials.

Finally, the block stacking session emphasized teamwork logic through collaborative building with role-based figures. Each phase transformed abstract scientific principles into age-appropriate sensory experiences.

Figure 11 | Children creating seed paintings, clay artworks, and block constructions on site

Consolidate: Feedback confirmed strong engagement through hands-on formats. As our research project was finalized later, this activity focused on general synthetic biology concepts. This informed the subsequent "Little Fabric Artist in Leaf Dyeing Workshop", which integrated project-specific content. The activity also revealed demand for older adult-oriented outreach, guiding future community expansion.

“Little Fabric Artist in Leaf Dyeing Workshop” Popular Science Activity

Analyze: This activity targeted children aged 5–11. Cognitively, they were curious about natural plants but had weak abstract thinking skills, making complex scientific principles difficult to grasp. Affectively, they showed strong interest in hands-on exploration and creative activities. Psychomotor skills allowed them to complete simple crafting tasks. The activity used plant printing as a tangible medium to integrate nature exploration with synthetic biology enlightenment, helping children perceive how technology serves life through sensory experiences.

Process: The activity progressed through three connected phases: beginning with plant pigment observation, it introduced different coloring methods including natural dyes and chemical dyes, then highlighted our project's approach using E. coli to produce biological pigments for fabric dyeing. Using building block analogies, we explained the synthetic biology principles behind temperature-controlled one-step synthesis of colored bacterial cellulose. Finally, hands-on leaf printing allowed children to create their own scarves while connecting traditional methods with modern biotechnology.

Consolidate: The activity successfully integrated research content into child-friendly science outreach, confirming the appeal of combining natural materials with technology for young audiences. It also revealed that the current audience was limited to children, excluding older adults. This insight led to the subsequent planning of the "Passing Love with Old Clothes, Popularizing Science with Us" activity to expand coverage to adult groups. Additionally, the geographical limitations of offline events highlighted the need to develop online channels in the Generalize stage.

Figure 12 | Children demonstrating their fabric works

Figure 13 | Member introducing synthetic biology using analogies

Life × Scitech

“Passing Love with Old Clothes, Popularizing Science with Us" Activity

Analyze: This activity primarily targeted older adults in the community. Cognitively, they showed interest in environmental issues but had limited knowledge of specialized topics such as bacterial cellulose materials. Affectively, they preferred practical science outreach formats and participatory public welfare activities. Psychomotor skills leaned toward observation and listening rather than hands-on operation. The activity aimed to combine environmental knowledge dissemination with social action through accessible science communication and a clothing donation drive.

Process: The activity integrated science popularization with a public welfare campaign. Team members first introduced the advantages of bacterial cellulose as an eco-friendly material, using everyday examples related to textile industry pollution. Residents were then guided to participate in a used clothing donation, with the collected items sent to the Daliangshan region through the collaboration with Yuanqi Public Welfare Organization. Displaying bacterial cellulose samples on site allowed residents to interact directly with the new material, enhancing engagement and understanding.

Figure 14 | Members explaining the concept of bacterial cellulose to residents

Figure 15 | Volunteers from Yuanqi Public Welfare Organization in Daliangshan helping locals to organize clothes

Consolidate: The activity successfully expanded outreach to older adult audiences, demonstrating the effectiveness of combining science education with public welfare in community settings. Residents' strong preference for life-related science content provided clear direction for the subsequent "Clothing, Food, Housing, Transportation" popular science series. Feedback also highlighted the limited reach of offline-only activities, leading the team to strengthen online content development during the Generalize stage to broaden impact through multi-platform dissemination. The experience accumulated valuable insights for future science outreach targeting adult groups.

As the amplification phase of the ATGC framework, Generalize transforms the localized engagement achieved in Trigger into broad-reaching impact. By integrating online platforms and cross-team collaborations, we extended our educational reach across 12 Chinese cities — from Hainan in the south to Xinjiang in the north—and established partnerships with 19 teams. The self-developed ICII (Into CHINA, Into iGEM) web platform emerged as a core achievement of this phase, featuring the theme "A Dialogue Spanning Millennia — the Modern Silk Road of Synthetic Biology" to showcase cross-regional integration of culture and technology.

Figure 16 | Effectiveness of the Generalize series activities

Scalable Promotion Pathways:

• Multi-platform Content Dissemination: Released PPT-based science courses for junior high students on Bilibili; produced bilingual "The Use of Synthetic Biology in Clothing, Food, Housing, Transportation" content distributed simultaneously on WeChat Official Accounts and Instagram to achieve cross-cultural communication.

• Independent Platform Development: Operated the ICII web platform, aggregating content from 14 national teams to establish a sustainable communication vehicle.

• Cross-team Collaborative Practices: Organized a Modern Silk Road themed activity using Xinjiang's Ädris fabric with XJU-CHINA; conducted content co-creation with teams including HKU-HongKong.

Through online-offline integration and synchronized domestic-international platform promotion, Generalize ensured the breakthrough of geographical and cultural barriers in science communication, establishing replicable collaborative models and providing practical cases for scalable synthetic biology outreach.

Multi-platform Content Dissemination

A Series of Popular Science Videos for Junior High School Students on Bilibili

Analyze: This project targeted junior high school students. Cognitively, this group had basic scientific literacy and demonstrated strong comprehension of content integrating nature and technology. Affectively, they showed keen interest in life-oriented and narrative-based science communication formats. Psychomotor skills included proficiency in using video platforms for learning and interaction. The project collaborated with seven teams under the theme "From Nature, For Nurture," aiming to translate specialized research knowledge into content suitable for the cognitive level of junior high school students.

Process: Led by ZQT-Nanjing, the seven teams jointly planned video content based on their respective environmental projects. Following the framework "natural phenomena — scientific principles — environmental applications," NAU-CHINA presented bacterial cellulose synthesis technology under the title "From the Laboratory to the Wardrobe: The Birth of Microbial Fabrics." Videos were produced in PPT narration format, released in multiple episodes on Bilibili, and supplemented with interactive topics. Teams collectively addressed questions in the comment section, fostering effective two-way communication.

Video 1 | NAU-CHINA's popular science video

Consolidate: The project revealed junior high school students' strong interest in life-centered science content. This positive feedback prompted the launch of the bilingual series "The Use of Synthetic Biology in Clothing, Food, Housing, Transportation", which incorporated real-life cases to enhance the relevance of the content and further improve the effectiveness of science outreach.

Figure 17 | Cooperation poster of seven teams

"The Use of Synthetic Biology in Clothing, Food, Housing, Transportation" Series Popular Science Posts

Analyze: This activity targeted audiences of all age groups. Cognitively, they showed strong interest in daily life-related scientific knowledge but lacked systematic understanding of synthetic biology applications. Affectively, they preferred accessible and engaging content. Psychomotor skills included proficiency in using social media for information access and interaction. The activity used NAU-CHINA's bacterial cellulose fabric project as a starting point, releasing bilingual content simultaneously on WeChat and Instagram to demystify synthetic biology and establish two-way communication.

Process: Four themes were developed around clothing, food, housing, and transportation: novel bacterial cellulose fabrics, synthetic biology-enhanced foods, green home solutions, and sustainable travel. Content used everyday language such as "bacteria weaving fabric" and "microbes producing fuel," paired with vivid visuals. Chinese articles included embedded questionnaires, while English versions were adapted for international audiences. Real-time interaction and over 100 valid questionnaire responses formed a closed feedback loop.

(The English version of "The Use of Synthetic Biology in Clothing, Food, Housing, Transportation")

Consolidate: Questionnaire feedback indicated high audience interest in bacterial cellulose fabrics in the "clothing" category, alongside concerns about safety and cost. These insights provided critical support for the team's subsequent Integrated Human Practices work, particularly in product outreach and public engagement strategies. The bilingual approach demonstrated the feasibility of international science communication, accumulating experience for future cross-cultural outreach. The two-way communication mechanism also informed the design of interactive features on the ICII platform.

Independent Platform Development

ICII Web Platform

Analyze: This project adopted the theme "A Dialogue Spanning Millennia — the Modern Silk Road of Synthetic Biology", targeting iGEM teams across China and the general public interested in the integration of technology and culture. Cognitively, iGEM teams lacked a platform to demonstrate the connection between their projects and traditional culture, while the public struggled to intuitively understand cross-regional achievements in techno-cultural integration. Affectively, both groups desired a space for bidirectional communication. Psychomotor skills included the ability to use online platforms. The project aimed to build a dedicated web platform that breaks geographical barriers and facilitates multidimensional interaction among teams and between teams and the public.

Process: The platform development proceeded in three phases: First, invitations were extended to iGEM teams nationwide, ultimately engaging 14 teams spanning 11 cities including Haikou, Guangzhou, Shanghai, and so on, integrating cultural and technological resources from different regions. An interactive platform was then constructed with five core sections: Homepage, ICII Panorama, Dialogue Gallery, Silk Road Forum, and NAU-CHINA's Journey. Finally, offline activities such as campus science outreach and community promotions were conducted to expand the platform's influence, creating an online-offline synergy.

Figure 18 | The Homepage of ICII

Figure 19 | Different sections of our ICII webpage

Consolidate: The platform successfully connected 14 teams across 11 cities, demonstrating the amplifying effect of cross-regional collaboration on science outreach. User feedback collected through the forum provided direction for platform optimization, such as suggestions to incorporate short videos and infographics to diversify content formats. This large-scale, cross-regional collaborative experience had established an important model for networked science popularization and teamwork in the field of synthetic biology.

Cross-team Collaborative Practices

Co-compiling the Science Handbook of E. coli with HKU-HongKong

Analyze: This activity was jointly conducted by NAU-CHINA and HKU-HongKong, targeting students, science enthusiasts, and the general public interested in synthetic biology. Cognitively, most audiences perceived E. coli merely as "harmful bacteria", lacking understanding of its application value in synthetic biology. Affectively, they expected content that is both scientifically rigorous and visually engaging. Psychomotor skills included bilingual reading ability. The bilingual Chinese-English version extended the educational reach to an international level.

Process: Responsibilities were clearly divided: NAU-CHINA covered "Basic Knowledge of E. coli " and "Applications of Engineered E. coli ", including classification, metabolic characteristics, advantages as a chassis organism, and its role in sustainable biomaterial production based on the team's project of "Temperature Controlled One-Step Synthesis of Colored Bacterial Cellulose". HKU-HongKong handled "Public Misconceptions and Clarifications" and "Ethics and Biosafety," distinguishing pathogenic from non-pathogenic strains, introducing biosafety controls, and discussing ethical frameworks. The collaboration integrated schematics and case studies to enhance accessibility, completed bilingual adaptation, and incorporated applications such as biofuel production aligned with the Hong Kong Energy Challenge.

(The English version of our science handbook of E.coli )

Consolidate: The collaboration successfully produced the bilingual science handbook ofE. coli, expanding educational impact to a global audience.Through this cross-regional cooperation, we realized that science communication can transcend linguistic and cultural boundaries when supported by creative, inclusive design. This insight encouraged us to think beyond language and explore how synthetic biology could also connect with cultural symbols and traditions. Building on that understanding, we designed the "Modern Silk Road" themed monopoly game, combining Xinjiang's traditional Ädris silk patterns with bacterial cellulose synthesis technology. This transformation from international collaboration to culturally grounded practice demonstrates how synthetic biology education can evolve into a medium for cultural dialogue and inclusivity.

"Modern Silk Road" Themed Monopoly Game

Analyze: This activity targeted university students. Cognitively, students had limited understanding of the integration between the rich cultural traditions of the Uyghur people and synthetic biology applications. Affectively, they showed strong interest in immersive cultural experiences combined with technological innovation. Psychomotor skills enabled them to engage in hands-on traditional art practices requiring precision. The activity was conducted in collaboration with the XJU-CHINA team, using the diverse cultural heritage of the Uyghur people as a medium to build bridges between traditional culture and modern technology through an innovative monopoly game format.

Process: Centered around the "Modern Silk Road" narrative, participants assumed the role of envoys completing four core stages:

• Uyghur Language Basics: Introductory lessons to understand the cultural context behind the language.

• Ädris Water Marbling Art Practice: Hands-on experience guided by the XJU-CHINA team, with pattern symbolism explained in connection to plasmid mining projects.

• Synthetic Biology Q&A: Interactive knowledge sharing about NAU-CHINA's bacterial cellulose synthesis technology.

• ICII Platform Engagement: Students explored project content on the platform and shared cross-cultural insights. Uyghur students demonstrated key techniques onsite, and teams completing all stages received "Cultural Exchange Ambassador" certification.

Figure 20 | The English version map of our monopoly game

Figure 21 | Monopoly activity, Uyghur language lesson, and students' Ädris textile works

Consolidate: By leveraging the rich cultural repository of the Uyghur people as a unique medium, this activity successfully created meaningful dialogue between traditional wisdom and modern science. The fluid artistry of water marbling served as a powerful metaphor for the biological synthesis of bacterial cellulose, allowing students to appreciate the symbiotic relationship between technology and culture through practical engagement. Moving forward, we will continue to explore scientific elements within diverse ethnic cultures, developing series of "Technology + Intangible Cultural Heritage" immersive experiences, and establishing sustainable cross-cultural dialogue mechanisms through the ICII platform. This initiative provides the iGEM community with a successful case study in transforming multicultural resources into science communication momentum, advancing synthetic biology education toward greater cultural inclusivity and innovative breakthroughs.

Throughout the implementation of our education outreach, we established a systematic optimization mechanism. Through continuous feedback collection, needs analysis, and strategy adjustment, we achieved continuous improvement in our educational activities.

Figure 22 | An overview of our Consolidate part

Phase 1: From Classrooms to Game-Based Engagement

Based on feedback received during science popularization activities at Nanjing University of Science and Technology Affiliated Middle School, we identified the need to innovate traditional classroom models. Consequently, we developed the "Gene Island Exploration Program," integrating knowledge into checkpoint games and scenario simulations. This transformation created an immersive learning experience, laying the foundation for subsequent activity innovations.

Phase 2: Expanding Downward — Covering Younger Children

Through parent and community surveys, we identified the demand for science content suitable for children. During the National Science Week, we launched seed collage activities and later developed the "Little Fabric Artist in Leaf Dyeing Workshop" based on our research projects. These activities successfully engaged over 100 children, combining hands-on practices with synthetic biology concepts to extend our reach to younger audiences.

Phase 3: Expanding Upward — Involving Adults and Community

After expanding to younger groups, we further enriched our audience stratification. For university students, we conducted plasmid-themed campus orienteering and iGEM competition promotion activities; for adult groups, we organized "Passing Love with Old Clothes, Popularizing Science with Us" community events. These initiatives established a complete audience system spanning from children to adults.

Phase 4: Moving Online — Scaling Through Video & Platform

Addressing geographical limitations of offline activities, we promoted digital transformation. We collaborated with multiple teams to produce Bilibili science videos, developed bilingual science content, and established the ICII web platform. This integrated online-offline communication model achieved broader knowledge dissemination.

Phase 5: Exploring Cross — Cultural Communication

Through collaboration with HKU-HongKong, we co-created the Chinese-English bilingual science handbook of E.coli and disseminated it through social media. Meanwhile, through the Modern Silk Road themed activities, we explored the integration of synthetic biology with ethnic minority cultures, enriching the cultural dimension of our educational content.

Summary

Through systematic iterative optimization, we established five major activity formats: classroom lectures, gamified activities, hands-on practices, outdoor explorations, and digital content. These activities covered multiple age groups from children to adults, maximizing educational impact through online-offline integration.

This feedback loop-based optimization approach not only enhanced the educational effectiveness of this project but also provided a referential model for science education promotion, embodying the philosophy of making synthetic biology accessible to diverse groups.

Note: All photos released in this page have been approved by the individuals involved.

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