Guided by the idea that "education is the most powerful weapon to change the world", we developed innovative educational tools and outreach activities to foster two-way dialogue about synthetic biology (SB) and public values, engaging diverse communities in shaping SB.

Fostering Mutual Learning & Dialogue

We tailored initiatives for distinct groups:

• Preschoolers (Qingmiao Preschool): The "Save the Puppy" game used interactive props to teach pet wound care and hygiene, sparking kids' curiosity about animal health. Children actively shared thoughts, and we adjusted explanations based on their questions, creating a fun learning loop.
• Primary students (Nanjing Tech University Experimental Primary School): Combining animation and DNA model-making, we explained DNA structure and gene tech. Students' hands-on participation and Q&A sessions promoted mutual learning between us and them.
• Junior high students (Yuhuatai): Pet sticker dressing and an emoji biology game made SB and pet protection relatable. Students guessed terms, discussed ideas, and we clarified concepts in real-time, fostering dialogue.
• Community children (Lanhuatang): Animal puzzles and simple SB talks connected pet love to scientific principles. Kids' enthusiasm and feedback drove us to simplify explanations further.
• Pet doctors & owners: Surveys and discussions gathered their views on antimicrobial peptides and pet care, with us learning clinical insights and them gaining SB knowledge — a two-way exchange.

Documentation for Future Build-Up

All activities were documented in detail: lesson plans, prop designs, survey reports, and feedback summaries. For example, the "Save the Puppy" game guide includes target age, props list, and adapted explanations. The DNA model-making protocol details materials and step-by-step instructions. This documentation enables others to replicate or adapt our initiatives.

Thoughtful Implementation & Context Explanation

Each activity was carefully planned:

• Context & Rationale: We linked SB to real-life (pet health, environmental care) to show its relevance. For instance, in the emoji game, emojis like "🦠➕🛡️" connected to antimicrobial peptides' role in pet wound care.
• Prior Work Integration: We built on iGEM's focus on SB education, using engaging methods (games, puzzles, models) proven effective in science outreach, while adding pet-related themes to align with our project.

Empowering More People in SB

Our activities showed that simplified, interactive education can engage people of all ages. Preschoolers' excitement, students' active participation, and community members' interest proved our approach helps more people shape, contribute to, and participate in SB — not just as learners, but as part of the conversation.

Purpose

To convey the core goal of our pet antibacterial dressing project (treating pets' wounds) to preschoolers in a child-friendly way, cultivate their awareness of protecting small animals, and impart basic hygiene knowledge (washing hands after playing with pets), laying a foundation for their early care for animals and health habits.

Content

We visited Qingmiao Preschool Education Class. First, we used simple language to tell the kids that our project is to help treat wounds of sick pets. Then, we taught them to protect small animals and emphasized the importance of washing hands to keep clean after playing with pets. Later, we launched the "Save the Puppy" game: we prepared props like simulated pet wound dressings and toys, and the kids needed to find the correct items (matching our project's antibacterial dressing function) from the props to "heal" the puppy. All the children participated actively and successfully passed the game.

Reflection

The "Save the Puppy" game perfectly fits preschoolers' cognitive level and interests, making it easy for them to understand the project's purpose and absorb pet care & hygiene knowledge. However, some props were too small and might have safety risks. In future preschool activities, we will choose larger, non-toxic, and more durable props, and add one-on-one guidance to ensure every child can participate safely and gain.

Purpose

To introduce primary school students to basic synthetic biology concepts, specifically DNA structure and gene-related technologies (like gene modification and polypeptide technology), and spark their early interest in the field through hands-on and visual-aided learning.

Content

We went to Nanjing Tech University Experimental Primary School. First, we used a fun animation video to introduce the double-helix structure of DNA. Then, we guided students to recognize the components of DNA while explaining gene modification and polypeptide technology related to our pet antibacterial dressing project. During the session, students listened and learned to calculate the number of hydrogen bonds in DNA, getting hands-on experience in making DNA models.

Reflection

The animation video and hands-on DNA model-making worked well to engage the primary school students. Calculating hydrogen bonds combined learning with a simple task, which they enjoyed. However, some students found the hydrogen bond calculation a bit challenging. In future activities for this age group, we'll simplify complex concepts more and use more visual aids to help them understand better.

Purpose

To introduce synthetic biology and the pet protection concept of our antibacterial dressing project to junior high school students in an interactive way. Through interesting games, we aim to deepen their understanding of pet care and basic biological knowledge, and stimulate their continuous interest in synthetic biology and animal protection.

Content

We visited the junior high school students' interest class. First, we gave a concise explanation of synthetic biology and how our pet antibacterial dressing project contributes to pet protection (e.g., treating pets' infected wounds to reduce their suffering). Then, we organized two interactive activities:

1. Pet Sticker Dressing: We provided stickers of pet accessories (collars, bandages, etc.), and students decorated pet images while we emphasized the importance of caring for pets' health.
2. Emoji Guessing Biology Game: We presented combinations of emojis (e.g., "🦠➕🛡️" for "antibacterial peptide") and asked students to guess corresponding biological terms related to the project, testing their grasp of key knowledge.

Reflection

The two games were well-received by junior high students: the pet sticker activity intuitively conveyed the pet protection concept, and the emoji guessing game made abstract biological terms more vivid. However, some emojis were too vague, leading to confusion for a few students. In future, we will optimize emoji combinations to be more closely linked to biological terms, and add brief knowledge supplements during the guessing process to further consolidate students' learning.

Purpose

The purpose of this activity is to popularize synthetic biology knowledge and the scientific principles behind our pet antibacterial dressing project among high school students. By combining teaching with an engaging game, we aim to spark their interest in synthetic biology, help them grasp relevant biological concepts, and inspire more young people to participate in and contribute to the field of synthetic biology.

Content

We went to Jiangpu Senior High School in Jiangsu Province and conducted an interactive session themed "Gave Birth to a Creature". First, we taught the students knowledge about synthetic biology and the biological principles involved in our pet antibacterial dressing project, such as how antimicrobial peptides work to inhibit bacterial growth. Then, we used the self-developed game "Gave Birth to a Creature" to test their learning outcomes. In the game, students answered questions related to the taught knowledge, and we leveraged their competitive spirit by explaining the incorrect questions after the game, encouraging them to actively engage in solving problems.

Reflection

This activity achieved a good interaction effect. The "Gave Birth to a Creature" game effectively aroused the students' enthusiasm and competitive awareness, making the learning of synthetic biology knowledge more lively and interesting. Through explaining the wrong questions, we could further consolidate the students' understanding of the knowledge. However, in the process, we found that the difficulty of some questions needed to be adjusted to better match the students' knowledge level, ensuring that more students could participate and gain from the activity. In future similar activities, we will pay more attention to the adaptation of the teaching content and game difficulty to different audiences.

Purpose

This lecture targeted biology, biotechnology, and biomedical engineering majors at Nanjing Tech University, aiming to help students deepen their understanding of core synthetic biology technologies (e.g., gene optimization, engineered strain construction) and connect theoretical knowledge to practical applications via our pet antibacterial dressing project. It also sought to inspire innovative thinking about solving real-life problems with synthetic biology and attract potential iGEM collaborators through academic exchanges.

Content

The 3-hour offline lecture included three parts: a 60-minute keynote by Prof. Li (covering BioBricks and CRISPR-Cas9 applications) plus our team's project case sharing (detailing antimicrobial peptide gene optimization and engineered bacteria construction); a 40-minute interactive session with Q&A (addressing safety and antibiotic comparison questions) and group discussions (designing water retention improvement routes for dressings); and a 20-minute on-site demo of engineered bacteria inducing antimicrobial peptide expression.

Reflection

The lecture was well-received—95% of students gained deeper insight into synthetic biology's value, and 28% showed interest in collaboration. However, shortcomings emerged: the short experimental demo lacked hands-on participation, and non-biology majors struggled with discussions due to limited background. Future plans include arranging lab venues for hands-on operations and preparing pre-distributed knowledge handbooks for diverse majors.

Purpose

To popularize synthetic biology knowledge in the community and connect it with our pet antibacterial dressing project. Through hands-on animal puzzle activities, we aim to arouse children's interest in animals, then naturally introduce the project's goal of protecting pets via treating their wounds, and plant the seeds of interest in synthetic biology among community children.

Content

We carried out activities in Lanhuatang Community. First, we distributed animal puzzle kits (with images of common pets like dogs and cats) to the children and guided them to assemble the puzzles. During the puzzle-making process, we used simple language to explain basic synthetic biology concepts and how our project applies such knowledge to develop antibacterial dressings for pets' infected wounds. After the puzzles were completed, we encouraged the children to share their favorite pets, further strengthening the link between the activity and pet protection.

Reflection

The animal puzzle activity was highly attractive to community children, making the abstract synthetic biology knowledge more accessible. However, the time spent on puzzle-making was slightly longer, leaving less time for knowledge explanation. In future community activities, we will better balance the duration of hands-on activities and knowledge popularization, and prepare small knowledge cards to help children review key points after the activity.

We conducted two surveys to better understand the needs and opinions of pet doctors and pet owners regarding antimicrobial peptides and pet antibacterial products.

Survey 1

Conclusion 1

Survey 2

Conclusion 2