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 of different ages (8-17 years old), economic and social backgrounds and needs. Our first stop was the 8th Elementary School of Neapoli!

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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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.

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

• Coloring Book Activities
• We handed out pages from our custom-made coloring 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 coloring 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 color patterns. This fun, full of colors experiment helped them understand molecular movement and chemical reactions.

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.

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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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.

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 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, which 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!

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 to openly think about challenging issues!

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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Our workshop was based primarily on the interaction between the students and us. The attendees were free to ask us questions 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.

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.

On the 5th of May, our team organized 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. Nikoletta 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 a 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.

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.

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.

The purpose of this action was to overcome barriers of age and to highlight the importance of keeping elderly individuals not only socially included but also actively engaged. As the main target group for the disease we focus on, elderly people can greatly benefit from physical activity and aerobic exercise, both for their mental well-being and physical health. By combining the presentation of our project with moments of dance and interaction, we sought to show that science, health, and joy can coexist in harmony.

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Before carrying out the actual visit, we organized a preparatory meeting with Mrs. Antonia Sinanidou, the social worker of the Open Care Center for the Elderly of Giannitsa. Our purpose was to ensure that we would be as ready as possible and that our future presence in the center would be respectful and meaningful. Mrs. Synanidou provided us with valuable insights into the needs and sensitivities of elderly participants. We learned that the Open Care Center for the Elderly is not just a recreational center but also a protective space where older adults find a sense of autonomy, equality, and social identity. She emphasized that communication should always be clear, respectful, and considerate, avoiding references that may cause distress, such as personal health struggles. At the same time, she encouraged us to highlight the scientific and educational aspect of our project, since many members, retired teachers, nurses, and doctors, would feel pride in engaging with knowledge.

We introduced ourselves as iGEM Thessaloniki, presenting our project in an approachable and respectful way. But the highlight of the day came when we joined them in dance, one of the core principles of the Open Care Center for the Elderly. Through dance, we shared joy, laughter, and energy, creating an atmosphere where generations could meet beyond words. We also discussed the importance of physical activity and how it directly connects with the prevention and management of age-related conditions, showing how our scientific work ties back to their daily lives.

From this visit, we learned that inclusivity is not only about accessibility, but it is also about participation. By stepping into their world, dancing together, and listening to their voices, we saw how science can be a bridge rather than a barrier. We witnessed how positive thinking, good company, and creativity can have tangible effects on health. Most importantly, we understood that elderly people do not want pity, what they want is to remain active, autonomous, and valuable to society.

To further highlight inclusivity and representation in science, we launched a social media series titled “Breaking Barriers in Science.” Through this campaign, we presented inspiring figures who challenged stereotypes, overcame adversity, and transformed the scientific world.

We showcased Dr. Urmila Anandh, who uses her voice to advocate for change in medicine; Dr. Stephen Hawking, a mind that reshaped our understanding of the universe despite living with ALS; Rosalind Franklin, whose pioneering work in X-ray crystallography became the cornerstone of DNA discovery, symbolizing the voice of inclusion in science; Marie Curie, a two-time Nobel laureate and a pioneer of light, matter, and hope; and Ernest Everett Just, who revolutionized how we see cells, persevering even when systemic barriers tried to hold him back.

By choosing social media as our platform, we aimed to engage audiences of all ages and backgrounds, using accessible, visually compelling posts to spark curiosity and admiration. This series not only honored the legacy of these trailblazers but also encouraged our community to see science as a field open to everyone, regardless of the challenges they face.

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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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.

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 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

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.

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. It is worth mentioning that the majority of students at the Intercultural Junior High School of Thessaloniki are immigrants and refugees.

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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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 school's 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.

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 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 “Tylenol 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!

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.

As part of our commitment to inclusivity and the empowerment of women in science, we invited Dr. Aikaterini Britzolaki to speak at our one-day conference “Bioengineering the Future: Synthetic Biology and New Technologies .” Dr. Britzolaki is a neuroscientist with extensive expertise in the molecular mechanisms underlying neurological and neurodegenerative diseases. Beyond her scientific career, she is a passionate advocate for women in STEM and one of the co-founders of Greek Women in STEM, a non-profit organization that promotes equality, inclusion, and public engagement of women scientists in Greece and Cyprus.

Since its establishment in 2019, Greek Women in STEM has created a strong community that inspires and supports women across scientific disciplines. Its mission carries both educational and social impact: to empower women scientists through mentoring and education, while also fostering societal change. Through initiatives such as their online magazine and podcast, a free mentoring program, educational activities, and the Interdisciplinary Symposium for Women in STEM, the organization has become a key driver of visibility, collaboration, and advocacy for equality in the scientific community.

In her talk “From a Biology Degree to Strategic Innovation and Women Empowerment,” Dr. Britzolaki shared her personal journey from her early studies in biology to her current role in research and science communication, reflecting on the challenges and opportunities she encountered along the way. She emphasized the importance of strategic innovation in shaping scientific careers, the role of mentorship in empowering the next generation of women scientists, and the need to actively address structural barriers that limit women’s participation in STEM fields. She also highlighted how community-building efforts, such as Greek Women in STEM, can transform individual experiences into collective change.

By hosting Dr. Britzolaki, we not only celebrated her remarkable scientific and advocacy journey but also amplified the vision of Greek Women in STEM: building a future where women in science are empowered, recognized, and celebrated.

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International Women’s Day (March 8) is recognized worldwide by the United Nations as a reminder of the continued fight for women’s rights. As a team, we are committed to promoting gender equality and inspiring younger generations who follow our work on social media. We believe that gender equality is not only a matter of fairness but also a fundamental prerequisite for sustainable development.

To celebrate this important day, we honored pioneering women in synthetic biology, such as Jennifer Doudna, Emmanuelle Charpentier, and Emily Leproust, figures whose groundbreaking achievements continue to shape the future of science. By highlighting their contributions, we aimed to spread hope, showcase the progress that has already been made, and emphasize the ongoing journey toward greater inclusivity in STEM.

At the same time, we recognized and celebrated the female members of our own team, sharing their stories to advocate for change and to affirm that the future of science is being written by diverse voices, including ours.

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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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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.

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.

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.

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 Zografeio Lykeio (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 Zografeio Lykeio, 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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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.

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 execusion 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.

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.

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

❮ ❯

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.

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 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

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.

As part of our effort to make science inclusive and accessible, we created a fairytale that brings our project to life through storytelling. By blending simple language, vivid illustrations, and powerful metaphors, the story “The Silent Sisters: Serena & Sienna Saving the City of Verosia” explains both the problem we are addressing and our therapeutic approach in a way that can be understood and enjoyed by people of all ages , even those without a background in biology.

Our goal was to design a resource that is not only engaging but also educational, offering readers an imaginative pathway to understand concepts that are often complex and highly technical. Through this fairytale, readers can learn, relate, and even share the story with others, making science approachable and meaningful beyond the lab. In this way, we aim to bridge the gap for those who may not have access to basic biological education, while still capturing the curiosity of younger generations and inspiring intergenerational dialogue.

To ensure that our fairytale could reach an even wider audience, we translated it into 14 different languages. Our goal was to remove linguistic and educational barriers, making the story accessible to children, families, and communities around the world. By doing so, we aimed not only to broaden inclusivity across socioeconomic backgrounds, but also to foster cultural connection and spark curiosity in diverse audiences worldwide. We translated our Fairytale in the following languages:

• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (English Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Greek Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Albanian Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Chinese Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Czech Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (French Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (German Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Italian Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Norwegian Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Portuguese Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Romanian Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Serbian Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Spanish Version)
• “The Silent Sisters: Serena & Sienna Saving the City of Verosia” (Turkish Version)

At iGEM Thessaloniki 2025, our main goal is to make science accessible to everyone. We believe that biology should not be reserved only for those with formal educational opportunities, it should be understandable, engaging, and empowering for all.

With this Fundamental Biological Concepts Guide, we aim to provide the essential “supplies” of biology: clear explanations, categorized content, and meaningful connections that make learning easier and more intuitive. For people who may not have access to scientific education, the guide offers a way to gain a strong foundation in biology. For those who do, it organizes knowledge in a simple and structured way, supporting deeper understanding.

By bridging gaps in accessibility and offering a resource that can be reused and expanded, we hope to bring biology closer to people’s everyday lives, fostering curiosity and inclusivity in science for everyone.

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

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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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.

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 color patterns. This fun, full of colors experiment helped them understand molecular movement and chemical reactions.
• Banana DNA extraction: we made the genetic material visible

We learned that simplifying ideas and approaching communication with creativity proved invaluable for 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.

As part of our dedication to accessibility, we also translated our fairytale into Braille, making it available to children and adults with visual impairments. Our aim was to ensure that no one is excluded from enjoying and understanding our project, regardless of visual ability. By providing the story in Braille, we created an inclusive resource that can be read independently or shared in educational settings, fostering equal opportunities for learning and imagination. This initiative reflects our belief that science communication should be universal, barrier-free, and welcoming to everyone.

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In our effort to make science accessible to everyone, we extended our inclusivity actions to the iGEM Jamboree. For this reason, we prepared informative leaflets about our project and our team, materials that we usually distribute during our outreach events and will also have available at our booth.

To ensure that our booth truly reflects the values we advocate, we collaborated with the Center for Education and Rehabilitation for the Blind (CERB) in Thessaloniki to transcribe and print our leaflets in Braille (Grade 1 English). By bringing these Braille versions with us to the Jamboree, we aim to make our booth accessible to individuals with visual impairments, promoting the idea that inclusion in science begins with equal access to information.

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We also wanted to share our fairytale, a story that describes our project in a simple and imaginative way, created so that even those without a biological background can understand and connect with our work. We transcribed and printed it in Braille to ensure that it could be enjoyed by everyone, regardless of visual ability. By bringing it with us to the Jamboree, we hope not only to make our booth more inclusive, but also to inspire other iGEM teams to embrace accessibility in their own storytelling. We believe that when science is told in ways that everyone can experience, it becomes more human, more meaningful, and truly shared by all.

We combined the power of science with the joy of art to inspire the next generation. We shared interactive activities such as a coloring book designed with biology-related illustrations like bacteria, the DNA double helix, plant and animal cells, that encouraged children to explore scientific concepts through drawing. These were also used during our collaboration with “The Lighthouse of the World,” where children created colorful and imaginative versions of scientific images.

We also collected artwork from elementary school students, including drawings and large posters where they answered the question: “If you were a scientist, what would you like to discover?” These activities offered children playful yet meaningful stimuli, showing them that science and biology can be fun, accessible, and closely linked with creativity.

By blending art with science, we created a welcoming space where curiosity and imagination could spark early interest in STEM, making science feel both inspiring and approachable.

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To spread our message of openness and accessibility, we designed Inclusivity Stickers with welcoming phrases and visuals. These stickers were distributed at every outreach event we participated in, serving as small but powerful reminders that science is for everyone. By giving them to children and visitors, we encouraged curiosity, sparked conversations about inclusivity, and created a tangible way for people to take our message home with them.

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