Education

E D U C A T I O N

"Education is the most powerful weapon which you can use to change the world"

- Nelson Mandela

Overview

Education is a powerful tool, through which we can promote scientific learning and inspire people of all ages to gain knowledge in the field of synthetic biology. As the iGEM Thessaloniki 2025 team, we set the goal of organizing and implementing multiple activities and events, in order to enable more individuals to participate in this interesting field.

Our educational activities were meticulously designed to encourage mutual learning and constructive dialogue between us and the participants and to be implemented in an inclusive manner. In this page, we have documented in great detail all of our efforts and the aspiring impact of our actions, in a way that future iGEM teams can build upon it.

Day Conference

“Bioengineering The Future: Synthetic Biology and New Technologies”

Our team organized on the 5th of May a day conference, titled “Bioengineering The Future: Synthetic Biology and New Technologies”, aiming to bring university students closer to the field of synthetic biology, bridging this gap by learning its fundamentals. The event took place in our university campus, where more than 120 students attended in person. Furthermore, in order to make the event accessible for students outside of our university, we broadcasted it on our university’s platform, through which we reached more than 200 viewers from all around Greece.

The event consisted of 7 interesting speeches by renowned professors and researchers, covering diverse aspects of synthetic biology, and a round table with the participation of two other iGEM teams, iGEM Ioannina and iGEM Thessaly. These speakers presented their scientific work on the field and at the end of each presentation, they answered questions from the audience. More specifically, the presentations list consisted of the following talks:

  • “Building with Biological Bricks: Introduction to Synthetic Biology and the Greek Reality”, by Dr. Konstantinos Mathiopoulos
  • “Synthesizing Innovative Therapeutic Tools: The Evolution of Gene Therapy”, by Dr. Nikoleta Psatha
  • “Synthetic Biology and Systems Biology: The Interdisciplinary Challenges of The Future”, by Dr. Michail Aivaliotis
  • “Applications of Bioinformatics in Synthetic Biology: Challenges and Potentials”, by Dr. Antigoni Malousi
  • "Synthetic Biology in Regenerative Dentistry”, by Dr. Amalia Aggeli
  • “Approaches of Synthetic Biology in Microbial Biotechnology”, by Dr. Dimitrios Chatzinikolaou
  • “From the Biology Degree to Strategic Innovation and Women Empowerment”, by Dr. Aikaterini Britzolaki
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Following the presentations, we hosted a round table discussion: “The iGEM Competition: Challenges and Strategies in the Wet Lab and Dry Lab”. This included members of three Greek iGEM teams (iGEM Ioannina, iGEM Thessaly and iGEM Thessaloniki) who shared behind-the-scenes insights into interdisciplinary teamwork, project design, and overcoming challenges. The discussion encouraged audience participation, fostering mutual learning between experienced iGEM members and newcomers.

During the conference, we also presented our 2025 iGEM project, an RNA interference (RNAi)-based therapeutic approach targeting Chronic Lymphocytic Leukemia (CLL), sparking questions and ideas from attendees that contributed to shaping our outreach strategy.

Thoughtful Implementation

We have documented the event structure, so other teams or institutions can replicate a similar conference format. The hybrid delivery model, the diverse range of topics, and the Q&A opportunities were deliberately chosen to create an interactive and inclusive learning space.

Impact

This event allowed participants to not only gain scientific knowledge, but also to actively question, discuss, and envision their own role in synthetic biology. By bringing together students, academics, and iGEM teams, the conference expanded the community of individuals who can shape, contribute to, and participate in synthetic biology initiatives.

Organising and Participating in the Hellenic Bioinformatics Conference 2025

From 16th to 18th May 2025, our team participated in the Hellenic Bioinformatics Conference (HBIO 2025), one of the largest national gatherings for researchers, students, and specialists in bioinformatics and computational biology. Beyond attending as participants, our team was actively involved as part of the Local Organizing Committee, contributing to the smooth execution of the event and gaining valuable experience in coordinating a high-level scientific forum.

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Our educational contribution took several forms:

  • We delivered two oral presentations based on previous iGEM Thessaloniki projects, with a focus on the Dry Lab’s pivotal role from the design stage to experimental implementation. These presentations highlighted computational approaches, predictive modeling, and bioinformatics tools that have been used to guide wet lab experiments, demonstrating the integration between theoretical and experimental work in synthetic biology. More specifically, the two talks presented by our team were the following:
    • “Machine Learning-Based Prediction of Promoter and RBS Sequence Strengths”, by Antonios Tsiorvas
    • “From Design to Validation and vice versa: Bioinformatics as a Catalyst in iGEM Synthetic Biology Projects”, by Errika Sylai and Margarita Papastergiou
  • We participated in the poster session with a poster summarizing past iGEM Thessaloniki projects and the Dry Lab contributions within them. This visual overview served as both an educational resource and a networking tool, sparking discussions with students and professionals about computational design, model validation, and the importance of in silico approaches in accelerating synthetic biology research. The title of the poster was:
    • “Advancing Synthetic Biology through Integrated Modeling and Software: A Retrospective on iGEM Thessaloniki's Contributions”, by Ioanna Karampela and Kyriakos-Marios Papamanolis

Mutual Learning & Dialogue

Our active roles, as organizers, speakers, and poster presenters, provided multiple opportunities for reciprocal learning. We not only shared our team’s methodologies and experiences, but also received feedback and ideas from established scientists, which would later inform the next stages of our own project development.

Thoughtful Implementation

By presenting case studies from past iGEM Thessaloniki projects and documenting our workflows, we offered reproducible examples for integrating Dry Lab and Wet Lab work. These materials, along with our poster content, are now available below to inspire and guide other teams aiming to strengthen their computational design capacity.

Impact

Our participation expanded the visibility of iGEM in the Greek bioinformatics community, encouraged interdisciplinary collaboration, and showcased how computational biology can empower synthetic biology innovation. In doing so, we contributed to shaping a more interconnected research ecosystem where students, academics, and professionals can actively participate in advancing the field.

Our Educational Journey: Promoting Science

and Inspiring Young People From All Backgrounds

As part of our educational journey, we visited multiple schools in our hometown of Thessaloniki with the goal to promote science, educate and inspire young people from different backgrounds. We strived to think out of the box, and design and implement activities that promoted inclusivity and effective learning. For this purpose, we visited schools with students from different ages (8-17 years old), economic and social backgrounds and needs.

Mutual Learning & Dialogue

All of our activities were meticulously designed to promote mutual learning and dialogue between us and the students. We made sure to integrate activities that included direct discussions with the students, since we deemed that effective dialogue is the key to a successful educational endeavor.

Thoughtful Implementation

Before visiting each school, we contacted its principals and biology teachers, so that we could gain insight on the knowledge level and the needs of the students, discuss our activities list and get approval. For each school, we prepared a different workshop activities list, tailoring the workshops to the needs and interests of the student target group. Another significant goal of these communications was to get to know the facilities of each school and what capabilities they offered, so that we could take advantage of them for our workshops.

Impact

After conducting every workshop, we were pleased to notice the smiles on the children’s face! They were very excited and we received positive feedback from both the students and their teachers at each school. Through our educational activities we managed to contribute ourselves to their educational journey in our own and peculiar way, by broadening their horizons, helping them think creatively and out of the box, and gaining knowledge in the interesting field of synthetic biology!

Documentation

Below, we have documented in great detail our educational journey. For each school visit, we have listed: the activities we conducted, the goals of the visit, the preceding communication with the target group (school’s principals and teachers), what we learned from the visit and the materials we designed and used, so that future iGEM Teams can build upon and draw inspiration from.

Ιntroducing Synthetic Biology through Creativity:

A Playful Visit to the 8th Elementary School of Neapoli

As part of our educational journey, we visited multiple schools in our hometown of Thessaloniki with the goal to promote science, educate and inspire young people from different backgrounds. We strived to think out of the box, and design and implement activities that promoted inclusivity and effective learning. For this purpose, we visited schools with students from different ages (8-17 years old), economic and social backgrounds and needs.

Goals

In our effort to approach younger students, we have tried to design activities that would arouse their curiosity for biology and science.Concepts such as DNA or synthetic biology are not in the sphere of interests at such young ages, but we firmly believe that even the most complex notions can become accessible through simple and imaginative ways.Our main goal was to familiarise young students with the scientific environment of synthetic Biology where they could explore the world of science through playful activities and experimentation.

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Communication with the Target Group

Prior to our visit, we contacted the teachers of the 8th Elementary school of Neapoli. Their inside information and feedback were valuable tools for us so that we could adjust our materials based on the student’s interest and cognitive level. Their support made us feel confident that the whole process would go smoothly and be crowned with success.

Our Action

Throughout our visit, we carried out a series of innovative and interactive activities that led students towards discovering the magic of biology.

  • Colouring Book Activities
    • We handed out pages from our custom-made colouring book with biological illustrations.Pictures such as DNA, RNA, cells, equipment in labs and microscopes came to life as the young students got down to colouring them. We explained what each element represents through storytelling, a process that was at the same time educational and entertaining!
  • Synthetic Biology Fun Facts
    • Fun and simple facts about synthetic Biology sparked the student’s interest. For example questions such as”How much DNA do humans share with a banana?",”Did you know that sharks are older than trees and that whales used to have legs?”
  • Playdough Biology
    • Students’ versions of DNA helix, microbes and cells were created with the help of colourful playdough. They were encouraged to lead their imagination to creative paths and become acquainted with what living organisms look like and how they function.
  • Evolution Game
    • A simple and engaging evolution game helped students understand how we evolved as time goes by. Simulation of adaptation introduced students to the basic idea of evolution and natural selection.
  • Science Experiments

To involve students in real science phenomena, we conducted two simple experiments:

  • Pepper & Soap Experiment
    • Students were asked to observe how sprinkled pepper on water moves away when a drop of soap is added. They grasped the idea how molecules interact and how powerfully soap works in breaking surface tension.
  • Milk & Color Experiment
    • We added food colouring and dish soap to milk and students became witnesses to swirling colour patterns. This fun, full of colours experiment helped them understand molecular movement and chemical reactions.

What We Learned

This visit confirmed our view that creative activities and games bring science closer to young minds. We saw how involved students became and how eager they were to participate in scientifically based games and hands-on activities which resulted in understanding basic scientific ideas.Their evident excitement and sincere curiosity proved that exploration of biology and science in general can start from a very young age.

Bridging Science and Communication Across Cultures:

Visit at the Intercultural Junior High School

Goals

Through this action, we wanted to make science feel familiar, exciting, and accessible to students who are often left out of the scientific conversation.Our goal was to connect with students from an intercultural junior high school, many of whom come from non-Greek backgrounds and have varied levels of language proficiency, educational access, and cultural familiarity with science.

The barriers we aimed to address:

  • The language barrier, which can make science feel unreachable
  • The lack of representation, which often discourages students from seeing themselves as future scientists
  • The limited exposure to synthetic biology and interdisciplinary STEM fields in under-resourced classrooms
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Communication with the Target Group

Before organizing our visit, we reached out to the school’s Biology teacher to present our ideas and ensure they were appropriate and relevant. Through this exchange, we received valuable feedback on how to shape the activities so they could resonate with the students’ learning styles, considering the diversity of their backgrounds and their language capabilities.We also contacted the Vice Principal, who helped us understand the students’ daily classroom environment, their interests, and the kind of educational experiences they respond to best. This preparation allowed us to adapt our communication style and design inclusive content that felt both playful and meaningful.

Our Action

During our visit to the intercultural junior high school, we ran a series of educational and interactive activities designed to blend theory, creativity, and fun, with the aim of making synthetic biology come to life.

  • What is iGEM and Synthetic Biology?
    • We introduced students to the iGEM competition and the field of Synthetic Biology. We presented to them the interdisciplinary structure of an iGEM team and explained in great detail what each subteam works on, emphasizing on the Wet Lab and the Dry Lab activities. We also discussed the real-world applications of synthetic biology, and how we can utilize the power of SynBio to tackle some of the world’s greatest challenges.
  • The DNA Game
    • To help students understand base complementarity, we designed a matching game. Each student received paper cards with DNA bases and unique shapes. Their task was to find the partner base with a matching shape. This visual and physical approach helped them understand the concept without needing complex terminology.
  • Myth Vs. Truth
    • We then played a science trivia game called “Myth vs. Truth”, where students had to decide whether statements were scientifically accurate or common misconceptions. This helped spark discussion, encourage critical thinking, and make science feel approachable and interactive.
  • Evolution Fun Facts
    • We shared fun and surprising facts about evolution, presenting them as questions to engage students’ imagination. This playful quiz-style approach prompted them to guess answers, discuss ideas, and learn through discovery.
  • The Evolution Game
    • In a mini workshop on evolutionary biology, we played a motion-based game where students “evolved” through four stages from fish to snake to mouse to human based on rock-paper-scissors-shoe rounds.The student who won a round would move one stage forward, while the one who lost would go back to the beginning. The excitement, laughter, and movement brought biology to life in a way that was fun, inclusive, and memorable.
  • Experiments

We performed hands-on experiments:

  • DNA extraction from a banana: making genetic material visible
  • Pepper and soap experiment: demonstrating surface tension
  • Milk and food coloring: showing chemical reactions in an eye-catching way
  • The “Depon Experiment”
    • A simple chemical reaction with visual excitement, where adding water to a medicine packet caused a small “explosion” — which the students found thrilling
  • Creative Expression
    • To wrap up our visit, we invited students to respond to the question: “If you were a scientist, what would you want to discover?”, by writing their responses on the same large poster. Their responses were inspiring and full of hope!

What We Learned

This experience was meaningful both for the students and for us. We learned that when scientific concepts are explained with empathy, creativity, and imagination, they become accessible to everyone regardless of language, background, or experience.We saw students who started the session unsure or shy become confident participants, raising their hands, asking questions, laughing, and experimenting. Some of them even approached us at the end to ask how they could join iGEM or become scientists themselves.It reminded us that true inclusivity isn’t about simplifying science ,but it’s about making people feel they belong in it.

Bringing Science to Light:

Engaging Roma Youth in Discovery and Imagination

Goals

Science should never be a privilege and curiosity should never be limited by social, economical or cultural boundaries. With this visit to KDAP “FAROS”, a community center for children of the Roma minority aged 7 to 14, our aim was to bring science closer, brighter, and more playful to those who often grow up away from it.

We wanted to:

  • Introduce biology and synthetic biology in a creative and understandable way
  • Address the barrier of limited scientific exposure that children from marginalized communities often face
  • Create a safe and fun learning environment where every child could feel confident asking, imagining, and experimenting — regardless of their academic background
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Communication with the Target Group

Before designing the visit, we contacted the community’s headmaster and secretary. They kindly informed us about the children’s age range (7–14 years old), the number of participants (around 15 children), and their daily interaction with science (which was minimal).Together, we discussed how to shape age-appropriate activities that would be both educational and fun. Their insight helped us avoid technical complexity and instead focus on visual, creative, and hands-on learning.

Our Action

During our visit to KDAP “FAROS”, we created an environment of exploration, color, and excitement — where the goal wasn’t memorization, but connection. We wanted science to feel joyful, tangible, and shared.

  • What is iGEM and Synthetic Biology?
    • We introduced students to the iGEM competition and the field of Synthetic Biology. We presented to them the interdisciplinary structure of an iGEM team and explained in great detail what each subteam works on, emphasizing on the Wet Lab and the Dry Lab activities. We also discussed the real-world applications of synthetic biology, and how we can utilize the power of SynBio to tackle some of the world’s greatest challenges.
  • Creative Expression
    • Knowing that children of that age connect deeply through drawing, we prepared a coloring book with basic biological concepts, such as cells, DNA, and microorganisms accompanied verbally by short and friendly explanations.As the children colored, we discussed what each image represented, encouraging them to ask questions and share what they imagined.
    • To wrap up our visit, we invited students to respond to the question: “If you were a scientist, what would you want to discover?”, by writing their responses on the same large poster. Their responses were inspiring and full of hope!
  • Experiments

We performed hands-on experiments:

  • Pepper and soap experiment: demonstrating surface tension
  • Milk and food coloring: showing chemical reactions in an eye-catching way

What We Learned

This visit reminded us of something simple but profound: Science belongs to everyone, no matter their age, their background, or the language they speak.We saw children who hesitated at first become active, joyful participants, asking questions, laughing, sharing their thoughts. Some even asked how they could become scientists in the future.We realized that true science outreach doesn’t mean simplifying concepts, but it means building bridges.

Bridges made of color, movement, and kindness.

Bringing Synthetic Biology and Bioethics to High School Students

with Creative and Hands-On Experiences

Goals

While brainstorming our next educational activities, we identified some barriers that we aimed to tackle. Unfortunately, nowadays, the students’ exposure to hands-on biology experiences is limited, while there is also a huge gap between research-level science and school-level education and a lack of inclusive science communication that addresses ethical dilemmas openly. So, throughout our educational activities, we set the goals of promoting critical thinking and creativity in an inclusive learning space and introducing students to important ethical issues the scientific community faces today.

Furthermore, in our journey to make science and education accessible to everyone regardless of their age, we wanted to reach out to schools of all educational levels. Thus, with the goal of sparking scientific curiosity by engaging students from all educational levels, we decided to make a final visit at Mandoulides High School, a senior high school in our hometown of Thessaloniki.

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Communication with the Target Group

Before planning our activities for our visit at Mandoulides High School, we consulted one of the school’s Biology teachers to discuss our ideas for the activities, receive feedback and get approval. We also contacted the school’s Vice Principal to organize the visit, understand the needs and interests of the students and be aware of any other issue that we needed to prepare for.

Our Action

During our visit at Mandoulides High School, we conducted activities that combined theory, practice and imagination:

  • What is iGEM and Synthetic Biology?
    • We introduced students to the iGEM competition and the field of Synthetic Biology. We presented to them the interdisciplinary structure of an iGEM team and explained in great detail what each subteam works on, emphasizing on the Wet Lab and the Dry Lab activities. We also discussed the real-world applications of synthetic biology, and how we can utilize the power of SynBio to tackle some of the world’s greatest challenges.
  • Microscope Activities
    • Under our supervision, students had the chance to observe biological samples under the microscope (for most of the students, it was their first encounter with a microscope!). Through this hands-on experience, students were familiarized with the concept of mitosis and how a cell changes due to changes in its environment.
  • Bioethics Debate
    • To promote critical thinking and introduce students to significant ethical dilemmas related to scientific research, we held a bioethics debate titled “Should There Be Limits to Genetic Modification?”. Students were divided into two groups, one supporting the argument and one opposing the argument, and were also given a booklet we prepared, that contained useful background information and arguments for and against genetic modification that they could use during their speeches. The goal of this debate was to engage students in a respectful discussion around three key questions while also gaining knowledge about these issues:
      • Does bioethics hinder scientific progress?
      • Should the development of new therapies justify overlooking bioethical concerns?
      • Is genetic modification in agriculture worth the environmental risks?
  • Creative Expression
    • To wrap up our visit, we invited students to respond to the question: “If you were a scientist, what would you want to discover?”, by writing their responses on the same large poster. Their responses were inspiring and full of hope!

What We Learned

This experience was insightful not only for the students, but also for us! We realized that even the most complex concepts, such as synthetic biology and ethical dilemmas, can be approachable to all students, if they are presented in an interactive and inclusive manner. We were thrilled to see that some of the students showed great interest in our team and asked us interesting (and challenging!) questions about our work. Lastly, we were fulfilled that we successfully introduced these students to the world of synthetic biology and gave them the chance to discuss and think openly about challenging issues!

Lighting the Spark of Curiosity: A Heartfelt Visit to a

Special-Needs School Through the Lens of Inclusive Science

Goals

One group of students, that is often overlooked when it comes to educational endeavors, is children with special needs. Unfortunately, these children are often faced with fewer opportunities throughout their educational journey, and that was exactly our motive behind this specific visit.

Inclusivity has always been the driving force of iGEM Thessaloniki’s educational activities, and, staying true to our goal, we decided to contribute to it, by organizing a workshop at the 1st Unified Special Vocational High School-Lyceum of Eastern Thessaloniki. Given this opportunity, we aimed to bridge the gap between biology-centered education and students with special needs.

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Communication with the Target Group

Before our visit to 1st Unified Special Vocational High School-Lyceum of Eastern Thessaloniki, we approached Dr. Christina Virsokinou, a psychologist who specializes in children with disabilities, to help us organize our activities, prepare our material, and understand the mindset of these special children. Also, we communicated with the school's principal and teachers in advance, who provided us with useful insights regarding the students’ specific needs, school’s everyday life, and gave us guidelines on how to make this visit truly unforgettable and full of engagement.

Our Action

Throughout our workshop, we implemented a variety of creative and hands-on activities to unlock the mysteries of biology. More specifically, we conducted science experiments:

  • Pepper & Soap Experiment
    • Students were asked to observe how sprinkled pepper on water moves away when a drop of soap is added.They grasped the idea of how molecules interact and how powerfully soap works in breaking surface tension.
  • Milk & Color Experiment
    • We added food colouring and dish soap to milk, and students became witnesses to swirling colour patterns. This fun, full of colours experiment helped them understand molecular movement and chemical reactions.
  • Banana DNA extraction: we made visible the genetic material
  • Vitamin C Quantification with Iodine
    • We conducted a simple experiment to estimate the amount of vitamin C in different fruit juices using iodine and starch. When vitamin C is present, it reacts with iodine, and the blue-black color (of iodine-starch complex) is decolorized. The quicker and clearer the discoloration, the greater the vitamin C content in the juice. Intense decolorization occurred in orange and strawberry juices, while apple and banana showed none or little.
  • Non-Newtonian Fluid
    • We created a non-Newtonian fluid by mixing water and corn flour. This blend acts as a liquid when it is shifted slowly and as a solid when pushed violently. It's a fun and interactive way of demonstrating why some materials fail to act as per the general rules of fluid dynamics.

What We Learned

We learned that simplifying ideas and approaching communication with creativity proved invaluable for the rest of our educational journey. We had the opportunity to work directly with students, which gave us practical insights into what inclusion looks like, and we realized the significance of hands-on learning opportunities. But the biggest takeaway was that meaningful learning is a two-way exchange where both educators and students can benefit from.

A Day of Science, Smiles, and Stories: Bringing Hope

to the Pediatric Oncology Unit of the AHEPA Hospital

Goals

Our visit to the pediatric oncology unit was guided by a single, heartfelt goal: to bring the wonder of science into a space where joy and curiosity are often overshadowed by illness. We wanted to create a meaningful moment of connection, where children, despite the weight of their treatments, could feel seen, inspired, and included in the world of science. By designing activities that were accessible, gentle, and emotionally considerate, we aimed to overcome the barriers that often exclude hospitalized children from STEM outreach. Through storytelling, creativity, and interaction, we hoped to offer not only knowledge but comfort, imagination, and a sense of empowerment.

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Communication with the Target Group

Before planning our visit, we reached out to the head of the Pediatric Oncology Unit of the AHEPA Hospital, Dr. Emmanouil Hatzipantelis. He helped us understand the emotional, cognitive, and physical landscape of pediatric oncology patients and gave us guidelines on what activities we can conduct as well as the needs of the children that we had to be aware of.

We learned that flexibility, empathy, and simplicity would be key. Our activities needed to be gentle but engaging, and our approach rooted not in information delivery but in connection, comfort, and empowerment. This feedback directly shaped our materials, tone, and pacing.

Our Action

We visited the Pediatric Oncology Unit of the AHEPA Hospital in Thessaloniki, carrying not just scientific models, but stories, colors, and care. We brought with us our fairytale about siRNA (“The Silent Sisters: Serena & Sienna Saving the city of Verosia”), the tiny but mighty hero fighting the villains inside the body, adapted to be playful, visually captivating, and easy to follow.

We also designed interactive, tactile science activities suitable for children of different ages and attention spans. These included drawing stations where kids could color their own superheroes (inspired by RNA molecules!), a station where they could create their own siRNA molecule with multi-colored beads (“Game with Beads: Learning the Nucleotides!”), and storytelling sessions that connected biology to courage. Lastly, a banner was created solely from the children, where they shared their answers to “If you could have any superpower, which one would you choose?”. We were truly amazed by the children’s responses! Their answers were filled with imagination, creativity, and a unique way of thinking!

Throughout the day, we weren’t just educators, we were companions, listeners, and supporters. Some children asked questions, others just smiled. Some spoke with words, others with eyes. Each interaction was meaningful.

What We Learned

We learned that impact isn’t measured in knowledge gained, but in feelings shared. A single smile, a burst of curiosity, a moment of escape from hospital walls, that is where our science mattered most.

We also realized how essential it is to include vulnerable groups in scientific outreach, not by simplifying the content alone, but by honoring their perspective and adapting to their needs.

This experience reminded us of our responsibility as scientists, not just to discover, but to reach, to relate, and to uplift.

Vocational Guidance and iGEM: Building Bridges of Education With A Virtual Career

Orientation Event for Senior High School Students from Marginalized Communities

Career orientation is especially important for enhancing access to science for marginalized communities. It helps break down barriers by providing early exposure to scientific fields, building confidence, and challenging stereotypes. With proper guidance, students from underrepresented backgrounds can discover opportunities they may not have considered or believed were attainable. Ultimately, inclusive career orientation promotes equity, diversifies the scientific workforce, and enriches innovation by ensuring that all voices have a chance to contribute to science.

That is why our team organized a virtual career orientation event focused on engineering, life and physical sciences, for the students of three schools each facing a different barrier to higher education in science: the 2nd General High School of Kalymnos, the Minority High School of Xanthi and the Greek High School of Istanbul.

Kalymnos is a small, semi-isolated Greek island to the south of the Aegean sea. We reached out to the particular high school after a conversation with peers from the island that struck us, as we learned that many students living there either believe they have no other option than to follow a difficult life at sea, or do not have sufficient knowledge about the career options offered by most science-related majors. Science is a choice. And choices require information. So that is precisely what we sought to give these students.

Thrace is home to many people belonging to underprivileged ethnic and religious minorities in Greece. Many children belonging to these minorities go to the Minority High School in Xanthi, and are in need of a bigger incentive to decide to pursue higher education in STEM. We aimed to give attention and encouragement to this often marginalized group, reminding them that there's a place for them in Greek universities and the scientific scene, by giving them the knowledge necessary to become part of them.

There are many Greek families currently living in Istanbul. Children of those families may struggle with feelings of being alienated from the rest of Greece and their ethnic identity. We reached out to the Greek High School in Istanbul both to inform them of the paths to higher education open to them in Greece and also to reinforce the sense of belonging and being welcome, of having ties to their country.

In a virtual zoom meeting with these schools, we first explained who we are and what iGEM stands for. Then, in sub-meetings to ensure optimal communication with the students of each school, we explained the admission requirements, general curriculum, subject of focus, and all available career opportunities of the majority of Greek university departments that offer opportunities in synthetic biology.

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Mutual Learning & Dialogue

Although the event primarily comprised multiple presentations covering topics such as the iGEM Competition and university majors that are essential in the field of synthetic biology, we made sure to engage the students in the presentation. Having separated the presentations into sub-categories (physical and life sciences, engineering majors etc.), we paused after completing each of them and conducted short Q&As to answer various questions from the students. Furthermore, at the end of the event, we engaged in a conversation with the students to ask them what university majors they were interested in, discuss the opportunities these majors offer, and finally give them advice regarding them, from our own personal experiences.

Thoughtful Implementation

We designed this event to be addressed to schools from marginalized communities. So, we reached out to multiple schools from marginalized areas, thus building bridges of education around Greece and abroad, and initially, got approval from the school’s teachers. In order to ensure the smooth prosecution of the event, we split the presentations into 2 categories: one where we presented our team and the iGEM Competition to all three schools simultaneously, and one where we split the schools into 3 different break-out rooms in Zoom and moved on to the main-presentation of Career Orientation. In order to promote the dialogue between us and the students, we paused the presentations after each sub-category for short Q&As to answer the students’ questions and engaged in a discussion with them after the end of the presentations.

Impact

We are glad that we gave the opportunity to students from marginalized areas in Greece and abroad to familiarize themselves with the iGEM Competition (they had never heard of the competition before!) and with majors that they might pursue during their university years. We were also excited to receive and answer countless questions from the students and their teachers and discuss with them our team’s work and research.

Through our direct communication with the students and teachers from these schools, we as a team gained a lot of insight as well. We got to listen to the questions they had, their hopes and dreams, and to witness their interest in a new concept as intriguing as scientific research and competitions like iGEM. Finally, through the earnest gratitude we received, we got to truly understand the importance of not just informing students of their options, but of the need for peer-to-peer communication and genuine encouragement.

Participation in Scientific Conferences:

Presenting our Research Work to University Students

In our efforts to promote scientific learning among university students, we participated in the 3rd Panhellenic Student Conference of Life Sciences and the 31st Scientific Medicine Student Conference, where we had the chance to present our team’s work and projects from previous years and engage in discussions with university students who were interested in synthetic biology and their real-life applications. More specifically:

  • At the 3rd Panhellenic Student Conference of Life Sciences, two members of our team, Errika Sylai and Margarita Papastergiou, presented all the previous iGEM Thessaloniki projects, since 2017, highlight the significance of synthetic biology towards tackling some of the world’s greatest challenges. They also showed the “What Does Science Mean To You?” Video, which we created by collaborating with multiple iGEM teams both from Greece and from all around the globe (iGEM Athens, iGEM DTU-Denmark, iGEM Heidelberg, iGEM Ioannina, iGEM Kolkata, iGEM Mainz, iGEM Patras, iGEM Patras Med, iGEM Thessaly, iGEM Thrace)
  • At the 31st Scientific Medicine Student Conference, we had a booth where we were visited by medicine students who were interested in how synthetic biology can be applied in the field of medicine. Our team’s projects throughout the years are primarily healthcare-focused and therefore, we were able to provide countless examples by bringing up past iGEM Thessaloniki’s projects and current real-life synbio-based therapies.
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Dialogue

At the 3rd Panhellenic Student Conference of Life Sciences, after our presentation, we were open to questions from the attendees, while throughout the conference, students approached us and we engaged in constructive discussions with them.

At the 31st Scientific Medicine Student Conference, we were primarily conversing with medicine students, who were visiting our booth to learn more about our team and our research work.

Impact

We noticed that by integrating scientific conferences for university students into our outreach activities, the interest in our team’s work increased exponentially. We were happy to discuss our work with many university students, with whom we shared the same interests, and showing them a glimpse of what it is like to be an active iGEM team member.

Education Pack for Future iGEM Teams

Through the year, we organized and conducted multiple educational activities, and thus, we created countless materials for their implementation. We designed all these materials meticulously, ensuring that they can be easily deployed for productive educational endeavors. In this page, we have documented all the material we created, which is a significant contribution for future iGEM teams who wish to pursue this path and build upon our work. Our Education Pack for Future iGEM Teams contains:

  • A Coloring Book for drawing experiment equipment and microorganisms, ideal for primary school students
  • A Career Orientation Presentation, that showcases university majors related to the field of synthetic biology
  • A Bioethics Debate Booklet, for conducting a debate related to ethical dilemmas in the field of synthetic biology
  • A Fairytale, called “The Silent Sisters: Serena & Sienna Saving the city of Verosia”, that describes the siRNA action mechanism through a memorable story addressed to little children
  • Memory Cards depicting lab tools and microorganisms

Bioinformatics Workshop at a Greek National

Student Science Research Competition

Our team participated in the 11th Anatolia College Science & Technology Annual Conference (ACSTAC), which took place on 2-4th of May 2025, by organizing and conducting a bioinformatics workshop, addressed to high school students who were interested in biology research.

The workshop was titled “Bioinformatics and Cloning: From Theory to Application” and its primary goal was to familiarize students with the most important concepts of molecular biology, such as DNA, genes and proteins. By navigating through well-established scientific databases (including NCBI and UniProt), students learned how to search a specific protein (β-Galactosidase), view its structure, sequence and analyze its characteristics.

Afterwards, they got to learn what plasmids are and their functionality, focusing on how they can be employed to insert a gene into a bacterium, and chose restriction enzymes and designed primers, in order to take the first steps in designing the cloning of the β-galactosidase gene.

The workshop offered both theory and practical sessions (theory presentations and interactive exercises), aiming to help students develop critical thinking and gain knowledge in the field of molecular biology.

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Mutual Learning & Dialogue

Our workshop was based primarily on the interaction between the students and us. The attendees were free to ask us queries at any time of the presentations and the exercises, while we would often pose questions to them, in order to ensure that they understood the concepts we were presenting.

The exercises were designed to be held out in an interactive manner, where we would present each step of the exercise and afterwards, collaborate with the students to finish them. Students were encouraged to complete the practical session of the workshop on their own, but we made sure to assist them whenever they needed our help to resume the exercises.

Impact

At the end of the workshop, all students were familiarized with the foundational concepts of molecular biology. Although the attendees had different levels of knowledge and expertise in molecular biology, we ensured that the workshop would correspond to the skills of every student.

The workshop itself posed a particular challenge to ourselves too, since it was the first time we were teaching advanced concepts throughout our educational endeavors. We learned how to explain complicated ideas to a group of people who lacked a background in molecular biology, yet were interested in delving into new topics and scientific fields.

Expanding Accessibility to Science

with a Fundamental Biological Concepts Guide

The iGEM Thessaloniki 2025 team created the Fundamental Biological Concepts Guide to address a crucial gap: access to biology is often limited to those with formal scientific education. However, biology and science more broadly should be understandable and accessible to all. We believe that science becomes truly impactful only when it is inclusive. Our goal is not just to inform, but to empower people from all walks of life to engage with biology (even synthetic biology) and understand its relevance to their lives and health.

The Fundamental Biological Concepts Guide covers various topics. More specifically, the guide consisted of 3 sections:

  • Section 1: Cells and Organisms (What is a Cell?, Prokaryotic vs Eukaryotic Cells, Key Organelles)
  • Section 2: Genetic Material (Nucleic acids, DNA, RNA: Types and Roles, Genes)
  • Section 3: Biological Tools (Plasmids, Restriction Enzymes, Polymerase Chain Reaction, CRISPR/Cas9)

We also designed the guide to be freely reusable and expandable by other iGEM teams, schools, community centers, and NGOs. By sharing this tool openly, we hope to foster a culture of scientific inclusivity and participation.

If the Fundamental Biological Concepts Guide below does not render, you can view it here.

Creation of our Fairytale: “The Silent Sisters:

Serena & Sienna Saving the city of Verosia”

In our efforts to introduce young children to biology in a fun, memorable and engaging way, we created our own fairytale, titled: “The Silent Sisters: Serena & Sienna Saving the city of Verosia”.

The goals of this fairytale were to explain our project using a story of two heroines that are upfronted with a significant threat: the city of Verosia is in great danger because the two Translation Factories that produce the BCL2 and BTK gene have started overproducing these two genes, so the silent sisters go on to silence these two genes (just like siRNAs work!) and restore peace and balance in the city of Verosia.

We used this fairytale to communicate effectively our project and work to little children throughout our educational endeavors, and it helped us ensure their engagement in our activities. Future iGEM teams can also draw inspiration from this fairytale and build upon it for their own educational activities.

Our Fairytale

Participating in Outreach Events:

Showcasing our Work to the Local Communities

Education and science communication should not be limited only to schools, conferences or scientific events, they also need to be accessible to the public and to our local communities. We would say that the lack of communication with the general public is an invisible barrier that prevents people from our local communities from engaging in scientific talks and events.

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This was the rationale behind our decision to integrate outreach events into our educational journey, because we deemed that through these events, we would educate the general public about our project and research work and break down the invisible barrier.

At each outreach event, we had prepared a presentation (if it was feasible to show one), educational and inclusivity material (memory cards, inclusivity stickers and brochures that presented our team’s project and work), while we made sure to engage in meaningful discussions with everyone who would visit our booth.

Throughout the whole year, we participated in these outreach events:

  • Thessaloniki International Fair
  • AUTH on Sundays
  • AUTH Student Week
  • KEDEK Open Doors
  • Thessaloniki Researcher’s Night

Lab Techniques 101: Educational Social Media Series

Recognizing the power of social media to engage and educate a younger audience, we launched an online series titled “Lab Techniques 101”. The aim was to make complex laboratory methods accessible, understandable, and relevant to students and science enthusiasts who may not yet have direct laboratory experience. Through this series, we created visually appealing and concise posts that explained pivotal techniques used in molecular biology and synthetic biology. Each post included:

  • How the technique works, breaking down the scientific principles in simple terms
  • How to read and interpret results, guiding the audience in understanding real experimental data
  • Why the technique matters, connecting the method to its applications in research and biotechnology

The techniques featured in the series were specifically:

  • Polymerase Chain Reaction (PCR): amplifying DNA sequences for analysis.
  • Western Blot: detecting and quantifying specific proteins in a sample.
  • CRISPR-Cas9 Genome Editing: precisely modifying genetic material to study gene function or develop new therapies.
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Thoughtful Implementation

All posts were designed using clear visuals, step-by-step explanations, and accessible language to ensure understanding across varying levels of scientific background. The series can be easily replicated by other teams or educators — our post templates and scripts are available on our wiki for reuse or adaptation.

Impact

By harnessing the reach of social media, we were able to promote scientific literacy beyond our university campus, engaging a diverse group of ages. This initiative empowered a wider audience to better understand the techniques that underpin modern biotechnology, fostering curiosity and confidence to participate in laboratory-based science.

Accesibility Bar