iGEM Education Criteria
For your convenience, we've summarized our work within iGEM's education criteria. However, we strongly recommend reviewing all of our deliverables for a holistic review.
The team established an exceptional ecosystem for two-way dialogue and mutual learning.
(1) A Two-Way Street with the Public: The KABP survey at the Haitang Festival was not just data collection but an instant dialogue platform, combining data gathering with immediate knowledge exchange.
(2) Deep Mutual Enlightenment with Professionals: At PKU Sixth Hospital, the team didn't just present; they listened, gathering critical needs from patients and experts to refine their approach while introducing synthetic biology concepts.
(3) Reciprocal Learning with Students: The "learning by doing" model in summer camps and university activities embodied mutual learning, with the team gaining inspiration from student feedback and creativity.
(4) Inclusive Cross-Cultural Dialogue: The "Parkinson's Dialect Map" transformed dialect-speaking elders from an excluded group into active participants in science, fostering inclusive dialogue across linguistic and cultural barriers.
The team created a highly reusable and scalable knowledge system and resource library, providing a clear "roadmap" and "toolkit" for others.
(1) Structured Framework: The clear PDCA cycle narrative provides a powerful template for others to plan and evaluate their own educational projects.
(2) Reusable Products & Templates: The Bio-Blueprint handbook series, 20-week outreach plan, and educational tool designs offer ready-to-use or easily adaptable blueprints.
(3) Commitment to Open Resources: The plan to build a cloud platform for sharing resources directly addresses the highest standard of enabling others to build upon their work.
The project demonstrated a high level of strategic thinking and meticulousness, far beyond a simple list of activities.
(1) Guided by Educational Theory: Implementation was grounded in established pedagogical principles, ensuring every activity was pedagogically sound.
(2) Precise Layering & Progressive Strategy: Tailored content for different audiences and a logical "Awareness-Identification-Participation" model demonstrated deep understanding and careful planning.
(3) Multi-dimensional Verification & Closed-Loop Optimization: The Check and Act phases created a self-improving management system, validating effectiveness and using insights for future plans.
(4) Meticulous Attention to Detail: Consideration for dialect-speaking elders, tremor simulation for empathy, and strict lab protocols showed extreme care for user experience and quality.
The team powerfully demonstrated they are not just attracting but empowering people to become participants, contributors, and co-shapers of synthetic biology.
(1) Lowering Barriers, Expanding the Base: Diverse tools like card games and dialect videos dramatically lowered cognitive and technical barriers, enabling participation from children, elders, and non-specialists.
(2) Building Networks for Sustained Engagement: Cross-disciplinary networks and online community plans provided institutional platforms for ongoing public involvement, ensuring long-term impact.
(3) Demonstrating Pathways, Inspiring Future Potential: Activities like the summer camp ignited youth interest, cultivating the field's future workforce and potential iGEMers.
Ⅰ. P------PLAN
In the planning phase, we committed to building a systematic and layered educational framework to ensure the dissemination of synthetic biology could precisely reach diverse audiences. We developed multi-scenario plans including public science activities for the Haitang Festival, high school summer camps, practical sessions at the Shaoxing Science Base, and professional exchanges at Peking University Sixth Hospital.
We also authored the Bio-Blueprint handbook series, providing structured, replicable educational guides for different groups. These plans are not just blueprints for activities---they form the strategic foundation for fostering deep dialogue between synthetic biology and the public, experts, and students.
Our Value Proposition
Q1: Why did we do it?
(1) We recognized that isolated outreach activities had limited impact, and needed to build a comprehensive educational chain from basic awareness to professional applications.
(2) We committed to developing sustainable science communication models, creating a complete toolkit that provides future science communicators with validated reference templates.
Q2: What impact did we create?
(1) We successfully established a science communication network covering all age groups and multiple scenarios, forming an interconnected outreach matrix that has impacted over 10,000 participants.
(2) Through deep collaboration with hospitals, schools, and research bases, we established a stable cross-disciplinary cooperation network, laying a solid foundation for future research collaborations and outreach activities.
Q3: How did it shape us?
Transitioning from single event planning to overall framework construction, we learned to approach science communication from a systems engineering perspective, significantly improving work efficiency and quality.
1. The Plan of Haitang Festival
2. Education Program Plan
3. Activity Planning Proposal for Peking University Sixth Hospital
4. The Plan of Popular Science Article
Ⅱ. D------Do
This phase serves as the core transformation component of our education plan, where we translate strategic blueprints into an actionable online communication system. This stage involves not only content production and distribution but, more importantly, establishing deep connections with our audience---by using data to understand public awareness, creating engaging content to lower the barrier to science, and ensuring inclusivity through multi-dialect services. Each online product is a carefully designed vehicle for scientific dialogue, collectively forming an educational network that transcends time and space, allowing the influence of synthetic biology to spread continuously.
In this phase, we completed key tasks including the Haitang Festival questionnaire analysis, digitalization of science education tools, construction of a 20-week science communication content system, and the creation of a multi-dialect Parkinson's disease map.
Our Value Proposition
Q1: Why did we do it?
We identified barriers in traditional science outreach, for example: dense literature disengages youth, while standard Mandarin videos exclude dialect-speaking elders. We thus developed tailored materials---using games for immersive learning and dialects for inclusive access---to ensure scientific knowledge reaches everyone without exception.
Q2: What impact did we create?
(1) Achieving Precision Science Outreach: Card games taught youth DNA structures, dialect videos helped rural elders access Parkinson's knowledge, and professional articles sparked working people discussions.
(2) Breaking Down Barriers to Knowledge Access: Dialect video maps broke geographical and language barriers, reaching underserved populations.
Q3: How did it shape us?
Evolving from One-Size-Fits-All to Audience-Specific Engagement: We evolved from one-size-fits-all communicators to precision science promoters, customizing content for different audiences.
1. The Results of the Haitang Festival Survey
We conducted a systematic analysis of the on-site questionnaire survey. The survey gathered 351 valid responses from participants across all age groups, with a concentration of individuals between 18 and 39 years old. It employed the KABP model to investigate public understanding of concepts related to synthetic biology, such as probiotics and nasal drug delivery.
The results indicated that while most participants were generally aware of the basic health functions of probiotics, their knowledge regarding specific mechanisms and applications in synthetic biology was limited. Regarding nasal drug delivery as a novel administration method, the public showed considerable interest but had low awareness, particularly concerning its principles and potential advantages.
By integrating questionnaire design with on-site explanations, we not only effectively collected data on public cognition but also conveyed relevant scientific knowledge about probiotics and nasal drug delivery during the interactions, achieving a dual effect of "survey as education."
Participant feedback revealed that this immediate knowledge transfer embedded within the survey significantly enhanced their understanding of synthetic biology applications and stimulated their interest in further exploring related fields.Crucially, the insights gained into the public's understanding of synthetic biology have provided a critical evidence base and clear direction for the subsequent design and implementation of our tailored educational initiatives.
2. The Educational Items and Materials
We designed and developed a series of science communication materials, including synthetic biology-themed card games, paper bags, posters, and topology toys. These creative tools aim to transform complex scientific principles into engaging, interactive experiences, fostering public interest in synthetic biology and effectively communicating the core concepts of our project.
Swipe through the images to explore these fascinating materials!
3. Summary of the Popular Science Article
As an iGEM team dedicated to Parkinson's disease research, we firmly believe that responsible innovation isn't confined to laboratories but thrives through ongoing societal dialogue. Our science communication initiatives aren't peripheral to our projects---they form the core of our work, embodying our commitment to Responsible Research and Innovation (RRI). Through systematic public education, we've built bridges for the public to understand cutting-edge science, sparked discussions about new paradigms in Parkinson's treatment, and cultivated a robust social foundation for our project's future development.
Focus on popular science: precise stratification, reach a diverse audience
We abandon the "one size fits all" communication mode and customize science popularization content according to the knowledge background, information needs and social roles of different groups, aiming at maximizing cognitive efficiency and emotional resonance.
For the whole population, we are committed to building consensus on basic science and laying a public opinion foundation for the project by creating a broad social awareness atmosphere through easy-to-understand overview content (such as "What is synthetic biology").
For primary and middle school students, our primary goal is to stimulate their interest in science. We use interesting forms such as cartoons and animations (such as "The Super Factory of Microbes") to reduce the threshold of understanding and plant the seeds of curiosity and exploration in their hearts.
For college students, we focus on guiding in-depth thinking and critical analysis, and cultivate their ethical awareness and scientific research vision through case decomposition and literature review (such as "Frontier Applications of Genetic Programming") to attract future peers in the field.
For the working population, we emphasize the value density and industrial relevance of content, and provide efficient infographics and in-depth industry analysis (such as "Rewriting the Ethical Boundaries of the code of life") to meet their cognitive upgrading needs and win the support of the backbone of society.
For older people, we focus on health concerns and accessibility of information, and enhance their trust in innovative therapies through large print and practical guides (such as "Possible Forms of Food in the future"), directly benefiting high-risk groups.
This mass audience strategy reflects our people-oriented scientific communication concept. Through the accurate grasp of audience characteristics, synthetic biology and Parkinson's treatment are reached in the most appropriate way to each group, and finally form a comprehensive and three-dimensional social cognition network.
Progressive logic: a precise journey from broad awareness to project resonance
Our science popularization push follows a carefully designed "cognition-identity-participation" progressive path, with clear logic and deepening layers:
Phase 1: Basic literacy (weeks 1-8) -Building a cognitive framework
Starting with the fundamental concepts of synthetic biology, we progressively demonstrate its extensive applications across various fields as a "problem-solving tool".
Our goal is to build technological credibility at the societal level, helping the public recognize that synthetic biology isn't some distant concept, but rather a practical technology closely connected to daily life. This approach paves the way for embracing the core principles of our project.
Phase 2: Project Connection (weeks 9-18) -Build an emotional connection
We transition from general health topics (such as probiotic) to the specific challenge of Parkinson's disease, systematically presenting its pathological mechanisms and existing treatment limitations while introducing our novel synthetic biology-based approach for microbiome intervention.
Our goal is to achieve a cognitive leap from "technological usefulness" to "this technology can address my health concerns", using patient narratives and self-assessment guides to foster empathy and deepen emotional resonance with the project.
Phase 3: Social advocacy (weeks 19-24) -mobilizing support initiatives
By debunking misinformation to eliminate information bias and providing social support through caregiver guides, we extend science communication into the realm of social care.
Our goal is to transform the public from passive "understanders" into proactive "supporters" and "advocates," thereby creating an inclusive and rational social environment for the future development of our project.
Outcomes and impacts: transfering the value of communication
Through these initiatives, our science communication efforts have achieved remarkable success. In terms of social impact, we successfully reached diverse audiences, significantly enhancing public understanding of Parkinson's disease and synthetic biology across various demographics. Regarding ecosystem development, we established a two-way communication channel through interactive columns, ensuring ongoing dialogue between scientific research and societal concerns. Most importantly, the diverse science communication content we produced has become a valuable asset for sustainable dissemination, laying a solid foundation for future initiatives and maximizing the impact of our achievements.
4. The Parkinson's Dialect Video Map
To foster inclusive and wider dissemination of synthetic biology knowledge, our iGEM team has initiated a cross-linguistic, cross-cultural outreach program on Parkinson's disease across China. Recognizing that some elderly citizens comprehend only their local dialects, team members from 17 provinces produced short educational videos in their native tongues and integrated them into an interactive digital map, enabling older adults to access vital health science in the familiar accents of their hometowns.
The science communication videos comprehensively cover Parkinson's disease, including its core definition, common triggers, characteristic symptoms, and the critical importance of early medical consultation. Using accessible language and non-specialized perspectives, they avoid complex terminology to ensure viewers with diverse educational backgrounds and linguistic preferences can understand the content. Each video comes with corresponding transcripts and translation materials. The resources are systematically organized and publicly shared to support educators, community organizations, and researchers in further utilizing, adapting, and promoting these educational materials.
This project not only demonstrates our meticulous implementation------ such as enhancing accessibility for elderly users through dialect adaptation, but also showcases our commitment to fostering two-way dialogue between synthetic biology and the public. By engaging more individuals in content creation and dissemination, we empower community members to become recipients, co-creators, and communicators of scientific knowledge. This approach ultimately advances the vision of "citizen science" at a deeper level.
Ⅲ. C------Check
Check is our offline "site-stamp of approval." We set up shop at five flagship venues---Peking University Sixth Hospital, Tianjin University's Begonia Festival, a cross-regional high-school summer camp, the Shaoxing Science Outreach Base, and Shaoxing University---letting diverse cohorts experience first-hand whether the science truly reached them and stuck. Each tick forms a link in a real-world chain of evidence, confirming that the digital strategy has taken physical root and that our synthetic-biology education has completed the last mile from "broadcast" to "embedded."
Our Value Proposition
Q1: Why did we do it?
We recognized the limited effectiveness of traditional "one-way" science communication methods: high school students struggled to grasp the concept of "cell factories" from textbooks alone, while non-biology majors' understanding of Parkinson's disease remained at the level of memorizing terms.
Therefore, we adhered to the educational philosophy of "learning by doing" -- guiding university students through the "Parkinson's Coordination Challenge" to build empathy for the disease by simulating its symptoms; and organizing DNA model assembly competitions at the Shaoxing science base, enabling younger students to comprehend genetic coding principles through collaborative hands-on activities.
Each educational component was meticulously designed to transform knowledge from "theoretical concepts on paper" into "tangible practice in hand."
Q2: What impact did we create?
Building Measurable Educational Impact: Achieving the Leap from Awareness to Identification
Our educational activities yielded tangible outcomes: at Shaoxing University, non-biology majors grasped the connection between gut microbiota and neurological health through interactive challenges; in the high school summer camp, participants wrote in their experiment reports that they "finally understood synthetic biology is not just theoretical"; and our multi-scenario coverage across different provinces and cities enabled us to successfully build an educational network connecting teenagers, university students, and the general public.
These cases demonstrate that we not only disseminated knowledge but also fostered deep identification with the value of synthetic biology across diverse groups.
Q3: How did it shape us?
Through this series of practices, we have moved beyond being mere organizers of science outreach events. These experiences have transformed us into "ecosystem builders" capable of designing multi-level educational systems and connecting diverse social resources, truly achieving the evolution from one-way dissemination to two-way co-construction.
1. The Haitang Festival Activities
Every spring, Tianjin University welcomes its annual Haitang Festival, which is not only a visual feast but also a wonderful occasion for knowledge exchange and cultural interaction. On this special day, the campus opens its doors to the wider community, inviting children, working professionals, and the elderly to join the celebration. In the spring of 2025, our iGEM TJUSX team had the honor to participate in the festival, showcasing the charm of synthetic biology to the public through a series of carefully prepared activities.
(1) What we did?
To help the public better understand Parkinson's Disease (PD) and its treatment challenges, we designed a PD simulation mini-game. This game was not just a simple entertainment experience but also an opportunity to gain deeper insight into the disease process.
Participants were asked to wear a massager to simulate the tremor symptoms of PD patients. By completing a series of daily tasks, such as writing and picking up objects, players were able to personally experience the daily life challenges faced by PD patients.
After each task, we provided explanations about the causes of PD, current treatment methods, and the latest research progress. This not only helped participants understand the complexity of the disease but also encouraged them to think about how science and technology can improve the quality of life for patients.
To help the public understand the application of topology in biology, especially in DNA research, we used a set of topological game props. These props included rings, chains, and ropes of different shapes and connection methods, which effectively demonstrated basic concepts of topology, such as connectivity, winding number, and knot theory.
During the tasks, we explained the underlying topological principles and discussed how these principles can be applied to understand the spatial configurations of biological macromolecules. For example, the DNA double helix can be viewed as a special topological structure, and understanding its topological properties is crucial for studying gene expression regulation.
We briefly introduced Parkinson's disease to visitors, including its main symptoms, pathogenesis, and current treatment methods. We emphasized that while existing drugs can alleviate symptoms, they cannot halt the progression of the disease, making it essential to explore new treatment strategies. We also discussed recent research findings indicating that gut microbiota imbalance may be closely related to the onset and development of Parkinson's disease.
Through this presentation, we aimed to raise awareness about the potential of synthetic biology in addressing major health issues and to inspire interest and support for future scientific research. We believe that everyone can contribute to advancing science.
(2) What we gained?
2. The Summer Camp Activities for High School Students
In the summer of 2025, members of our iGEM TJUSX team were fortunate to participate in the "High School Students' Peak Program Synthetic Biology and Biomanufacturing Study Camp" held by the college as teaching assistant volunteers. Through a series of well - designed practical sessions, we guided high school students to experience the charm of synthetic biology and transformed classroom knowledge into tangible scientific practices that they could carry out with their own hands.
(1) What we did?
1 Tablet Preparation and Quality Testing: Simulating Actual Pharmaceutical Practice
In this study camp, we guided high school students to experience the simplified process of pharmaceutical tablet preparation and quality control. This experiment used edible starch as the raw material to simulate the production process of real solid pharmaceutical preparations.
This simulated drug manufacturing practice aims to establish a macro-understanding of "biomanufacturing" for students. Just as we use tablet presses to precisely prepare raw materials into tablets, synthetic biology employs microorganisms as "cell factories" to convert substrates into target compounds through precisely designed metabolic pathway "production lines". This activity allowed students to personally experience the entire "manufacturing" process from raw materials to finished products. This intuitive understanding of the "design-production-quality control" logic lays a solid foundation for subsequently grasping our project's core concept of using "engineered bacteria as a drug production platform".
2. Medium Painting: When Microorganisms Become Brushes
In the "Medium Painting" activity, we guided the participants to use microorganisms as "pigments" and the medium as a "canvas", enabling them to experience the innovative practice of the interdisciplinary integration of biology and art.
First of all, we explained to the participants the construction principle of fluorescent protein genetically engineered bacteria, and introduced how to modify microorganisms through synthetic biology methods to make them express fluorescent proteins of different colors, thus providing rich colors for painting. Under the condition of aseptic operation, the participants used the inoculating loop as a "brush" to draw patterns on the medium by themselves. After cultivation, the bacterial colonies grew into gorgeous images, realizing the perfect combination of science and aesthetics.
This activity not only exercised the participants' aseptic operation ability and awareness of experimental standards, but also made them intuitively feel the application potential of synthetic biology in biomanufacturing. By programming microorganisms, we can produce pigments, drugs and even materials, which truly reflects the infinite possibilities of the "cell factory".
3 Perfume Making: Synthetic Biology Enters Daily Life
In the "Perfume Making" activity of this study camp, we guided high school students to experience how to use synthetic biology technology to efficiently and accurately create rose fragrance in microbial cells. This practice not only restored the interesting process of perfume blending, but also showed the cutting - edge breakthroughs of synthetic biology in the green manufacturing of spices.
The traditional extraction of rose essential oil relies on large - scale planting. Hundreds of acres of roses can only produce a few kilograms of essential oil, in which the content of rose alcohol is low and the purity is limited. It is reported that a 10 - ton fermentation tank with an area of less than 5 square meters can have an annual output comparable to that of large - scale traditional agricultural planting, significantly improving production efficiency and resource utilization.
In the activity, the participants personally used rose alcohol derived from synthetic biology to blend perfumes, and compared and analyzed the fundamental differences among three production methods - natural extraction, chemical synthesis and biosynthesis - from the perspectives of environmental protection, purity and economy.
(2) What we gained?
Through this study camp, we not only helped high school students acquire fundamental experimental skills in synthetic biology and biomanufacturing, but also sparked their interest in interdisciplinary research. Afterwards, we received a reflective journal from a young high school student, who documented her experience as follows:
In the future, our iGEM TJUSX team will continue to promote the popular science education of synthetic biology, allowing more teenagers to have access to cutting - edge science and technology and embrace the future of biomanufacturing. We also look forward to the fact that the curiosity of these young people will become a new force for scientific breakthroughs in the near future.
3. The Activities at the Shaoxing Science Popularization Base
(1) What we did?
The activities were designed around building foundational understanding of synthetic biology. In the "DNA Exploration" session, students physically assembled double helix models, visually grasping the principle of "biological building blocks" in genetic coding---the very logic behind synthetic biology's standardized design of biological parts. This was further reinforced in our "Probiotics Science Lecture," where we explained how synthetic biology techniques can engineer microorganisms into "live probiotics" that improve health, directly connecting abstract genetic concepts with tangible applications.
Through parent-child collaboration and team competitions, participants not only mastered scientific inquiry methods through hands-on practice but also developed an initial understanding of the "design-build" paradigm of synthetic biology. When families discussed DNA model assembly strategies or teams collaborated to interpret probiotic engineering principles, they were essentially simulating the real-world interdisciplinary collaboration central to synthetic biology research, planting seeds for future public engagement with synthetic biology innovation.
(2) What we gained?
With the goal of "enabling 6-16 year old teenagers to understand the basic concepts of synthetic biology and promote cross group dialogue", combined with the evaluation criteria of "whether the implementation is thorough" and "whether it promotes mutual learning", the effectiveness of the activity is verified from the aspects of knowledge transmission, cognitive transformation, interaction and collaboration.
4. The Activities at Shaoxing University
(1) What we did
In a significant inter-university collaboration, our iGEM TJUSX team partnered with Shaoxing University to deliver targeted science outreach focused on Parkinson's disease awareness. Specifically designed for non-biology majors, this session provided interdisciplinary education that connected synthetic biology with broader scientific literacy.
We introduced a novel "PD Coordination Challenge" where participants from various academic backgrounds attempted precision tasks while experiencing simulated motor symptoms. This was paired with an accessible knowledge session that explained fundamental PD concepts and modern biotechnological approaches using relatable analogies and visual aids, deliberately avoiding specialized terminology.
(2) What we gained
The participants' feedback revealed a significant knowledge gap about neurodegenerative diseases among non-biology majors, but also a strong curiosity about biotechnology's social implications. This highlights the importance and potential of cross-disciplinary science education.
Most importantly, this event showcased how synthetic biology education can bridge different academic fields. The enthusiastic response from non-specialists confirms the value of making specialized knowledge accessible to all students, regardless of their major.
5. The Activities at Peking University Sixth Hospital
(1) What we did?
We conducted in-depth interviews with Parkinson's patients and their families, collecting first-hand needs for disease management while educating them about synthetic biology-related health knowledge such as gut microbiota health and nasal drug delivery principles.
We held academic seminars with neurology experts on the "nasal delivery engineered bacteria" approach and introduced medical staff to the technical logic of synthetic biology in precision regulation of microbial functions.
(2) What we gained?
Through interviews with experienced nursing experts, we confirmed a severe lack of societal awareness about Parkinson's disease, with even highly educated groups having only heard of the disease name.
Nursing experts emphasized the urgency of enhancing Parkinson's disease science outreach amid population aging and provided clear guidance:
A. Prioritize universal dissemination of basic disease knowledge
B. Focus on core symptoms and disease nature (degenerative disorder)
C. Provide medical seeking guidance and long-term rehabilitation awareness
These professional recommendations provided us with direction: public outreach should focus on establishing basic cognitive frameworks, while content for patients' families requires concrete care guidance.
Ⅳ. A------Act
Act is the "closing cut" of this PDCA lap and the spark that ignites the next. We systematically gather structured feedback from audiences and partners, benchmark it against our original goals to quantify gaps, and log both wins and pain points in the Act section. Every insight is translated into executable revisions and funneled back into the Plan phase of the next cycle, ensuring future iterations are sharper, leaner, and easier to replicate.
1. Feedback and Opinions
2. Summary and Reflection
The iGEM TJUSX team has designed and implemented multi-dimensional educational activities around four major scenarios: campuses, professional science popularization bases, medical scenarios, and online platforms. These activities cover different groups such as the general public, teenagers, high school students, and medical practitioners, forming a three-dimensional science popularization model that integrates experience, explanation, practice, and communication.
Legacy Issues
(1) Limited geographical coverage: Currently, offline educational practice activities are mainly concentrated in cities such as Tianjin and Shaoxing. Due to factors like venue, resources, and human resources, they have not yet extended to remote areas with relatively scarce educational resources. This results in potential audiences in western mountainous and rural areas finding it difficult to participate in the activities, creating a significant geographical coverage gap and affecting the comprehensive dissemination of the project's educational value.
(2) Insufficient depth of feedback: The current feedback collection mechanism mainly relies on questionnaire surveys and single interviews, with data collection showing a "one-off" feature, lacking long-term tracking of participants' knowledge absorption, attitude changes, and behavioral variations. Due to the lack of a regular follow-up or dynamic monitoring system, it is difficult to systematically analyze the cognitive development trajectory of the audience after participating in the activities, and it is impossible to optimize the subsequent education strategies in a targeted manner.
(3) Weak online interaction: As the core online dissemination platform, the official public account still mainly focuses on one-way information release in content push, lacking diversified interactive design. In addition to the regular text and image push notifications, there are relatively few two-way interactive forms such as live science popularization, online Q&A, and topic discussions, which are difficult to stimulate readers' enthusiasm for active participation. The user stickiness and community activity need to be improved, which limits the dissemination efficiency of online educational resources.
The Next FDCA Cycle
Building on the insights and outcomes from our previous PDCA cycle, we have formulated a comprehensive set of next-step initiatives as outlined in the chart below. These plans are designed to address existing gaps, enhance engagement, and expand the impact of our educational efforts in synthetic biology.
