Education
Education
Abstract
Education was a central component of our iGEM project, not as an additional aspect, but as the foundation of our social responsibility. Our objective was not only to research synthetic biology, but also to ensure its accessibility and relevance to diverse target groups, from young learners to senior citizens. Through interactive formats, age-appropriate and background-appropriate communication and exchanges with experts, we fostered mutual learning and discussions on equal terms.
The implementation was structured and reflective, based on the CLEAR concept (Collaborative, Limited, Emotional, Appreciable, Refinable). Each format was meticulously planned, evaluated and flexibly adapted to its specific target groups, supported by continuous feedback from our Human Practices work, discussions with experts such as Dr. Heuckmann and social worker from the retirement home. This approach enabled us to address the specific needs of the participants and facilitate their involvement in synthetic biology.
Our educational activities were designed for senior citizens, school pupils, university students, specialist audiences and the general public. The program included a visit to a retirement home, an ethics lecture at the University of Münster, school workshops, an art exhibition, a specialist article, a newspaper article, regular Instagram posts and a meetup to promote exchange within the iGEM community. Across all formats, we adapted language, content and methods to ensure inclusivity and enable participation on an equal participation.
To facilitate knowledge sharing and ease the initiation process for other teams, we created a series of practical guides, publicly available on our wiki (contribution). These resources are intended to serve as a basis for future educational projects.
Our project demonstrates that education is most impactful when it is shared, understood and continuously developed, and when it encourages people to actively participate in shaping science and its social context.
Education forms the foundation for innovation and societal development. It enables research, drives economic growth, creates equal opportunities, and empowers people to make informed decisions. Additionally, education improves health and quality of life and is crucial for addressing global challenges.
In the iGEM context, education is a core component that involves not only conducting science but actively communicating it. It makes synthetic biology accessible, builds trust in new technologies, and fosters interdisciplinary collaboration. This creates a lasting impact that extends well beyond the project itself.
Our goal was not only to research synthetic biology in the lab but also to present it in an understandable, accessible, relevant, and didactically adapted way for diverse target groups. A stakeholder analysis helped us identify key audiences such as school pupils, seniors, university students, and the broader public, and understand their needs.
To implement this, we applied the CLEAR concept (Figure 1), which supported us in designing collaborative activities, focusing on core content, establishing emotional connections, breaking down large goals into achievable steps, and flexibly responding to feedback (CLEAR-Methode (2025)).
Figure 1: CLEAR-concept
Collaborative approaches were emphasized through partnerships with institutions including the University of Osnabrück, Diepenbrock Senior Citizens’ Home, comprehensive school Fürstenau, and other public stakeholders, to ensure our activities were both scientifically sound and socially relevant.
To promote clear and comprehensible communication, we deliberately narrowed the thematic scope, focusing on essential aspects of synthetic biology and avoiding unnecessary complexity. Emotional entry points, such as the debate on phage therapy and the global impact of antibiotic resistance, strengthened curiosity and motivation for active engagement. To make the overarching goal CLEAR not only to iGEMers but also to the general public, including young and old, we developed a range of tailored, target-group-specific activities: a senior-friendly lecture with hands-on demonstrations, an ethics lecture on antibiotic resistance, phage therapy and endolysins for university students, school workshops for biology-interested youth, scientific articles for natural science enthusiasts, an art exhibition, exploring the interface between science and creativity, and easy-to-understand Instagram posts for the general public.
Furthermore, we organized a Meetup to foster dialogue within the iGEM community. To facilitate the initiation of educational endeavors by other teams and to establish sustainable frameworks, we have developed practical, readily available guides for education in general, school visits, ethics lectures and modelling.
To tailor our formats effectively, we actively sought collaboration. Discussions with a social worker at the Diepenbrock Senior Citizens Home helped develop an age-appropriate concept for seniors. The head of department for sciences teacher supported the didactic planning of school visits, and the ethics lecture was designed in close coordination with an ethics instructor.
Exchanges with experts such as Prof. Dr. Heuckmann from the Center for Biology Education and Prof. Dr. Bozzaro, a professor of ethics, helped us improve content and raise awareness of the long-term impact of education. This led to the idea of a sustainable education program in cooperation with the University of Münster, aiming to involve future iGEM teams and sensitize educators to synthetic biology.
All these efforts aimed to make synthetic biology understandable and relevant while flexibly responding to feedback and new challenges to achieve the main goal of socially sustainable education.
School and University Education
Schools and universities play a vital role in establishing connections between scientific education and future generations of researchers and critical thinkers. Their needs are centred on igniting curiosity through visual and interactive communication, employing age-appropriate language, and connecting synthetic biology to real-life issues. At the same time, they expect a level of scientific depth that encourages ethical reflection, offers space for discussion, and ensures relevance to current research topics.
Senior Education
Senior audiences facilitate intergenerational dialogue and promote mutual understanding of scientific developments in everyday contexts. They value content that is easy to understand, delivered in a personal and approachable way, and closely connected to their daily life, with the use of simple and accessible language being essential.
General Public Education
The general public is the broad audience whose awareness and acceptance are key to responsible science communication and societal engagement. They are interested in obtaining information that is emotionally and visually appealing.
iGEM Community Education
The iGEM community serves as a global network for sharing knowledge, formats, and educational innovation in synthetic biology. They benefit most from structured materials and practical templates that are directly applicable, as well as content that can inspire and guide the creation of their own educational formats.
In our interview with Professor Dr. Benedikt Heuckmann, we received valuable feedback on our current educational approach and upcoming school visits, as well as suggestions for sustainable education transfer to the general public. In addition, we are striving for a long-term cooperation that will enable sustainable knowledge transfer from research to schools and pre-service teachers.
Dr. Benedikt Heuckmann is a professor at the Centre for Biology Education at the University of Münster. At the Centre of Biology Education they develop educational concepts in terms of their practical application, while constantly focusing on current biological developments. Prof. Heuckmann's research focuses on the integration of digital tools and science-in-the-making into biology teaching designs.
Thanks to his expertise in school education and working with heterogeneous target groups, we received valuable feedback on the educational and outreach aspects of our project. The meeting had two clear objectives. First to gather input for future project planning and second to explore potential cooperations for upcoming iGEM projects.
Conveying knowledge in the field of synthetic biology to the general public poses several challenges. A solid grasp of basic genetics is often necessary for comprehension, while hands-on learning requires financial resources, suitable facilities, and appropriate materials. Prof. Heuckmann emphasized the importance of a clear guiding principle, co-designed with the target group in mind and adaptable to their prior knowledge and needs. By focusing on specific topics, even complex issues such as synthetic biology or "One Health" (a holistic and sustainable perspective on human, animal, and ecosystem health) can be communicated effectively.
We took these learnings as a key input for our upcoming school visit. Besides, Prof. Heuckmann highlighted the importance of actively involving students by integrating “catch” and “hold” components. The catch element creates a wow factor that breaks with traditional teaching, while the hold element is essential to sustain attention and interest. He also suggests recurring interactions, such as extracurricular activities or project courses, to maintain long-term engagement. For one-off visits, however, the realistic objective should be to spark curiosity, as this initial interest can later develop into deeper involvement with the subject.
Prof. Heuckmann further expressed concern that current research approaches are insufficiently represented in the context of school education. In this regard, our iGEM project provides a concrete entry point. By sharing our research question and experimental approaches we can bring science-in-the-making directly into the classroom.
According to Prof. Heuckmann, there are two key strategies for reaching target groups. First being present on site as knowledge providers or, alternatively, inviting target groups to the university, where we act as catalysts. The latter approach not only exposes participants with new perspectives but also presents the university as an out-of-school-laboratory of knowledge and innovation. For a sustainable strategy with a long-term effect, this form of offering can also be more easily perpetuated.
"Education must be thought of broadly", Prof. Heuckmann emphasized. He praised the holistic nature of our education concept and its target group-specific design, contrasting it positively with more traditional transmissive approaches.
Looking ahead, we aim to establish a sustainable educational program in collaboration with Prof. Heuckmann and the Centre for Biology Education at the University of Münster. The program addresses two target groups: school pupils from the local and regional areas and prospective teachers. Pupils will gain hands-on access to synthetic biology, while future teachers will acquire out-of-school-laboratory to communicate biological content in a more understandable way in the classroom. The program facilitates organizational efforts and enables the sustainable transfer of knowledge from research to schools and teacher training. This establishes a long-term connection between these three fields and leads us in the right direction to create a society with better scientific understanding.
One of the things which our extensive human practices work made clear to us, is that open science communication with diverse social groups is essential for social acceptance of innovative therapeutic approaches. For this reason, we decided to combine science communication with practical experiments during a school visit. The German Institute for International Educational Research (DIPF) emphasizes that it is best to actively introduce young people to science at an early age in order to promote their understanding of science, which in turn leads to greater trust in scientific findings later in life (DIPF, 2025; Pasternack et al., 2024). At the same time, the practical application of the knowledge acquired contributes to the sustainable promotion of STEM education in schools. That is why we specifically chose the two advanced biology courses in the final grades at IGS Fürstenau, where we wanted to introduce synthetic biology. In the run-up to the project, we engaged in intensive dialogue with the teachers in order to link existing school knowledge with current research content and to promote the students' understanding of science and critical thinking skills in a sustainable manner.
After several discussions with the head of the natural sciences department, we designed two interactive double lessons with the two advanced biology courses. First, we explained the objectives of our work, what iGEM means, what project we are pursuing this year, and why antibiotic resistance is an increasingly relevant topic. During the lesson, we repeatedly integrated interactive elements using the anonymous voting tool Mentimeter to actively engage the students. At the end of the lesson, we introduced the basic concepts and methods of synthetic biology that we would be working with experimentally: microliter pipettes, microscopy, gene maps, and gel electrophoresis. In the practical part, we explained the microscopic observation and morphological differentiation of bacteria and demonstrated the correct handling of milliliter and microliter pipettes. Then it was time for the central part of the experiment: the students were to independently apply unknown DNA samples of different lengths to the agarose gel.
The second double lesson was devoted to the topic of cancer, which is also relevant for the students in their high school graduation exams. We began with a review of the basics: from DNA structure and protein biosynthesis to the importance of proteins for cell cycle regulation. Building on this, we discussed how mutations can lead to changes in these processes and thus cause tumor cells to develop. We then defined the typical characteristics of tumors and explained the available therapeutic approaches, focusing in particular on gene expression control through therapeutics. Finally, we turned our attention to the immune system and explained CAR-T cell therapy, in which the patient's own T-cells are genetically modified to specifically recognize and fight cancer cells. At last, we evaluated the electrophoresis results together, whereby the students were directly able to apply the knowledge they had just learned and identified the correct band with the gene we were looking for.
We concluded the lesson with an open discussion with questions and tips on studying biology. This offer was very well received by the students.
During the preparation phase, we focused intensively on the requirements for biological safety in the classroom and developed a didactic link between the students' core curriculum and current methods in synthetic biology. The advanced biological knowledge of the advanced course students provided a valuable basis that enabled us to convey even complex topics in a comprehensible and technically accurate manner. The Mentimeter surveys showed how important it is to promote critical scientific thinking while openly addressing potential challenges in order to strengthen confidence in scientific findings. It became particularly clear that a solid understanding of complex therapeutic approaches contributes significantly to the acceptance of novel methods. We were also impressed by the students' ability to apply their existing knowledge independently and flexibly to new and complex topics. For us, however, the greatest experience was observing the joy and commitment with which the students experimented and learned that science can be interesting and easy to carry out.
The keen interest and positive feedback from students and teachers confirmed our approach. Furthermore, the interest of some students in studying biology underscores the long-term potential of such school visits to have a lasting effect due to science communication.
Education is a cornerstone of social progress and personal growth, as well as a key to reducing mistrust and prejudice toward new technologies. Synthetic biology represents one of the most significant scientific achievements of recent decades. This interdisciplinary field combines biology, chemistry, computer science, and engineering, and offers innovative solutions for medicine, the environment, and industry. Concurrently, it challenges conventional views of life and technology, which continue to face skepticism and rejection in Germany (GASB Monitoring, 2025). It is vital to explain synthetic biology to students in a clear and engaging way, since early education plays a crucial role in shaping how young people perceive science, technology, and social progress.
As part of our iGEM project, we prepared and conducted a laboratory experimentation workshop and lectures for school students. The focus was on explaining the basics of synthetic biology in a clear and concise manner while also establishing links to current social issues. The visit was an opportunity to spark curiosity, impart knowledge, and encourage critical thinking.
In addition to sharing scientific knowledge, we demonstrated the processes involved in conducting research and emphasized the necessity of considering ethical and social aspects. Simultaneously, we sought to convey that science can be straightforward and accessible to all, and that it can even be enjoyable. Our experiences were incorporated into the development of teaching materials and the design of the lectures, which can serve as a model for other teams.
The preparation and execution of the school visit further enhanced and broadened our fundamental understanding of synthetic biology. Furthermore, we conducted a thorough exploration of didactic concepts with the aim of delivering content in a clear and age-appropriate manner. During the process, we honed our skills in delivering clear and engaging presentations, while also learning to convey complex concepts in a comprehensible manner.
This experience strengthened our teamwork, sharpened our awareness of the social responsibility of research, and taught us important skills in the field of science communication. For us, the Education school Guide is not only a tool for imparting knowledge, but also an expression of our learning process.
Antibiotic resistance poses a major global threat to healthcare and patient safety, demanding the development of new therapies. Educating biology students is crucial, since they will play a key role in shaping future solutions. As part of the Bactolyze project, our team held an ethical lecture for fourth-semester bachelor’s students in biology at the University of Münster, focusing on understanding resistance mechanisms and exploring alternatives such as phage therapy and endolysin-based treatment. In this way, education fosters critical reflection and equips students to influence research, policy, and practice responsibly.
The lecture aimed to present the scope of our project, assess students’ knowledge of antibiotic resistance, phage therapy and endolysins, and provide reliable information. After a brief introduction of our iGEM team, we conducted several polls. Some of the survey results can be seen in the slides below.
The results revealed that, while most students were familiar with the concept of antibiotic resistance, awareness of alternative approaches such as phage therapy and endolysins was noticeably lower. We also explored perceptions of the risks posed by multidrug-resistant bacteria compared to cancer and asked about their understanding of pan-resistant strains, which are bacteria resistant to all available antibiotics. The responses varied widely ranging from well-informed views to common misconceptions, which highlighted the need for further education on the topic.
At the beginning of the session, the students were asked if they would consider phage therapy as a treatment option. When the same question was posed again at the end of the lecture, a clear shift in opinion was observed. This substantial modification underscores the efficacy of targeted educational initiatives in effecting change in public opinion and allaying concerns.
The lecture was not only an educational experience for the students, but also for us as a team. The feedback and discussions revealed that knowledge of alternative therapeutic strategies and emerging fields in infection biology remains limited. At the same time, they challenged us to communicate complex scientific concepts more clearly and accessibly.
This experience taught us that interactive elements such as polls and open discussions significantly increase engagement and understanding. In the future, we would integrate even more visual aids, real-world case studies, and practical examples to make abstract concepts tangible. Additionally, the session highlighted the importance of adapting explanations to different levels of prior knowledge and actively seeking feedback during the lecture to adjust in real time.
Overall, this direct exchange strengthened our awareness of the responsibility scientists hold in engaging with society and highlighted the crucial role of education and communication in ensuring the societal relevance and acceptance of biotechnological innovations.
Education and ethical reflection are core components of the iGEM community and begin to take a hold in the broader scientific community as well. Many teams actively integrate ethical considerations into their projects and engage with the societal implications of synthetic biology. Delivering an ethics lecture may serves as a means to communicate these complex topics clearly, raising awareness among participants about the ethical challenges and responsibilities inherent in this field.
Within the scope of our project, we prepared and delivered an ethics lecture for undergraduate biology students. This experience proved highly valuable, fostering critical thinking and interdisciplinary exchange with the students and within our team. To support other iGEM teams in organizing similar educational initiatives, we developed an ethics lecture guide. The guide provides practical advice on topic selection, methodology, organizational procedures, and the integration of human practices. It serves as a practical framework that teams can follow step-by-step when organizing their own ethics lectures, saving valuable time during the planning phase.
The process of creating our ethics lecture guide had a lasting impact on our team. By engaging deeply with the structure and content of ethical education, we broadened our understanding of ethical issues in synthetic biology and learned to present complex topics clearly and accessibly.
Developing the guide required close collaboration within the team, encouraged interdisciplinary exchange and increased our awareness of the role of human practices and education in the iGEM framework. One of the most valuable aspects was reflecting on how to design ethical education effectively and integrate it meaningfully into scientific projects.
For us, the guide is more than just a tool for sharing knowledge, it represents our learning journey.
Senior citizens are a group that is often overlooked in the field of education. In Germany alone, this group aged 65 and over accounted for 23 % of the total population in 2024, and the trend is rising (Statistisches Bundesamt, 2025). Education should concern all age groups, including the elderly. The German Center for Aging Issues recognizes the pivotal role of education and learning in promoting autonomy and inclusivity in later life (Deutsches Zentrum für Altersfragen, 2025).
We achieved this goal by visiting a retirement home in September and teaching the residents essential aspects of synthetic biology, specifically in the field of microorganisms. It was key to involve the seniors directly. We organized a craft activity in which the residents built visualizations of individual genes using bricks, as well as a discussion round. We discussed the planned content with a social worker on site. This allowed us to tailor our ideas specifically to the needs of the seniors and ensure successful implementation.
The concept was designed especially to engage with the elderly. Our approach is based on two fundamental building blocks: target group-oriented education on an equal footing and the active involvement and participation of the attendees. This was one step to educate older people and spark their interest in synthetic biology. To create a more sustainable impact from which other iGEM teams can benefit, we have summarized our experiences and our educational concept here.
The positive feedback and constant engagement clearly demonstrated significant interest in biological and scientific topics among this age group. This interest must be built upon. With our educational approach, we offered a unique opportunity for seniors to learn about and deepen their understanding of microorganisms and synthetic biology. Starting with a familiar topic like fermentation is a great way to approach the abstract nature of these subjects. This was supported by our hands-on approach to craft their own microorganisms. To promote a holistic view as well as mutual exchange and learning, we created a space for seniors to ask questions and share their opinions during a discussion round.
During our work with seniors, we have noticed a great interest in biological topics and scientific research. It has been extremely rewarding to share our knowledge and serve as a point of contact for seniors, helping them to understand complex topics in biology. It is crucial to offer a program that is tailored to the target group, appealing to individuals, addressing and respecting their abilities, and is easy to understand.
We launched an inter-university collaboration with the Student Center at the University of Osnabrück to create an interdisciplinary art exhibition, reaching diverse age groups and audiences with the critical topic of antibiotic resistance.
Our goal was to establish a creative and accessible space where synthetic biology is communicated through art as well as clear explanatory texts, giving the general public better access to science.
The Student Center is located on the University of Osnabrück campus near the city center. It provides space to study, and university events with high accessibility, not only for university affiliates. The location of the Student Center makes it an ideal venue to reach both students and members of the general public who otherwise have limited contact with natural science.
At the exhibition opening, we gave a presentation and engaged directly with diverse visitors, providing them with a clear, simplified overview of our research on antibiotic resistance. Audience members ranged from teenagers to those over 60, with a wide range of prior scientific knowledge. We encouraged a knowledge dialogue, answering questions to facilitate a mutual exchange. Since the exhibition runs until the end of October, visitors can contact us via our social media to further facilitate mutual exchange. Furthermore, impressed by our exhibition, the Executive Director of the University Libraries and the Managing Director of the Student Center ensured that our exhibition will also be featured on the Student Center’s website, allowing us to raise awareness on this important topic beyond our iGEM journey.
We also invited people from outside the scientific field to create artworks, encouraging interdisciplinary engagement. In addition to school pupils, students from various subjects contributed. This interdisciplinary approach not only provides an accessible introduction to the topic but also promotes creative and innovative thinking, which is essential in science. While we offered suggestions on the scientific content, participants were free to choose their artistic implementation, resulting in diverse works spanning multiple styles and techniques.
During the creative process, the artworks were linked to the newly learned scientific topics. Combining visual and verbal information enhances learning outcomes for the artists and exhibition visitors. This effect is based on the dual coding theory of psychologist Allan Pavio (Clark and Paivio, 1991). It demonstrates that visual and linguistic/verbal information are processed by separate but interacting brain regions, improving retention, comprehension and the formation of robust memory traces, which was shown in different studies (Cohen and Johnson, 2012; Guo et al., 2020; Wooten and Cuevas, 2024).
At the opening, representatives from the University of Osnabrück gave an interesting introduction where the quote "Everyone is an artist." from Joseph Beuys’ was mentioned. This quote had the most impact on us, because we may not consider ourselves skilled artists, but we thoroughly enjoyed creating the artworks. It was interesting to explore our topic in a creative and open setting , contrasting the rule-based nature of science, while simultaneously passing on our knowledge through art. The positive feedback from the audience and university representatives confirmed the impact of our work. Even visitors without a scientific background were able to grasp the complex topic thanks to the clear, accessible presentation. Showing that there are many ways to bring scientific topics closer to the general public, helping to create a better general understanding, even through creating art.
BIOspektrum is a renowned german magazine that covers a wide range of topics within the Life Sciences. It offers up-to-date news on scientific advances, awards, and market trends, serving a diverse audience that includes life science professionals and enthusiasts. This makes BIOspektrum an excellent resource for anyone interested in staying informed and expanding their knowledge in the field of science. Here, we as Team Münster 2025, alongside several other german iGEM teams, have written an article about our iGEM project. The individual short articles were featured in the section titled Careers, Minds & Concepts. The german version of our article can be found here.
Publishing in BIOspektrum gave us a unique opportunity to present our research to a broad audience interested in science. Not only were we able to showcase our project and discuss the challenges we address, but we were also able to introduce readers to the iGEM competition. It was highlighted that iGEM is the world’s largest competition in synthetic biology, where diverse teams develop innovative solutions to global problems, culminating in the Grand Jamboree in Paris at the end of October. Additionally, we had the opportunity to inform readers about the rising problem of antibiotic resistance, a global health issue often underrepresented in public discourse. Thus, this exposure served both as valuable outreach for our team and as educational content for many readers.
The Westfälische Nachrichten is one of the leading regional newspapers serving Münster and the surrounding areas, reaching more than 170,000 people daily. It offers extensive coverage of local news, culture, education, and science. Featuring our project in the September 18th, 2025 edition allowed us to engage directly with the regional community and raise awareness about the urgent issue of antibiotic resistance, as well as the innovative scientific approaches to tackle it. The german version of our article can be found here.
The article provided us with a valuable platform to communicate the science behind antibiotic resistance and share our research in an accessible way with a broad local audience. In doing so, we not only wanted to raise awareness for this urgent medical issue, but also positively emphasize the need for synthetic biology in this context. Beyond outlining the scientific background and objectives of our iGEM project, we introduced iGEM as the world’s largest competition in synthetic biology, showcasing how young researchers actively contribute to solving global challenges.
Participating in iGEM taught us that science extends well beyond the laboratory bench, and throughout our journey, we committed ourselves to making complex topics accessible and easy to understand. Science communication evolved into a central part of our project, enriching our experience and connecting us with the public in unexpected ways. We were thrilled to receive multiple messages in response to our articles, from teachers inviting us to visit their schools, as well as from other citizens eager to learn more about our work. All these interactions created opportunities for mutual learning, where we could share our scientific perspective while also listening to the questions, concerns, and ideas raised. This dialogues not only deepened our own understanding of how society perceives biotechnology but also allowed us to tailor our communication in more meaningful ways.
Therefore, these articles enabled us not only to demonstrate that synthetic biology is not a distant or abstract discipline, but rather one that people can actively shape and participate in if given the right entry opportunity. The positive reactions to our outreach, ranging from classroom invitations to personal inquiries, showed us that our efforts sparked curiosity and lowered barriers for others to connect with the field.
We adapted the Wisdom Wednesday concept, tailoring it into a weekly post that introduces laboratory methods and breakthrough tools to audiences with different levels of prior knowledge. Additionally, we adopted the Fun Fact Friday concept to diversify our feed and spark curiosity. By painting fun insights with reliable sources, we incentivized the general public and scientists to discover new aspects of synthetic biology and continue exploring them independently. Our goal was to empower a broader audience, future scientists as informed citizens, to learn, contribute to, and participate in synthetic biology, using social media as a key vessel for science communication and public engagement. With this approach, the broader public gained access to simplified explanations of complex concepts, while scientists received structured overviews complemented by references. The topics we covered included: ALiCE, Endolysins, Spectrometer, Cell Cultures, ELISA, HeLA Cells, Bacteriophages and more. They represent cornerstones in the evolution of synthetic biology and were influential in shaping our own scientific interests. Click here to see our Instagram account with the posts.
Through our posts, we provided clear engaging explanations of fundamental laboratory methods and breakthrough tools, for example FACS and Biopanning. For the broader public, this provided accessible insights into topics that are often difficult to grasp due to complex terminology, their restriction to textbooks, or paywalled articles. Scientists benefited from structured overviews and carefully chosen references that functioned both as quick refreshers and entry points for deeper study, while transforming complex topics into clear, engaging narratives that facilitated smoother communication.
By documenting our process, sharing templates for content creation, and reflecting on feedback openly, we have designed an outreach format that other iGEM teams or science communicators can easily adopt and adapt. In this way, we stimulated curiosity and allowed people to explore synthetic biology independently.
A big learning journey we had was creating educational content. We developed new skills in science communication, graphic design, and public engagement, whilst learning how to balance scientific accuracy with accessibility. Above all, we focused on delivering reliably smooth and uniform content. By showing up every Wednesday and Friday, we built trust with our audience, which made learning habitual rather than incidental. We are proud to show that we have steadily grown our follower count step by step.
We also became more aware of bioethical aspects. An example was the HeLa post, where we reflected on issues of informed consent and racial injustice in biomedical research. These experiences influenced how we think about science: not just as future researchers, but as communicators entrusted with responsibilities that extend beyond the scientific community.
Figure 1: Sample from our Wisdom Wednesday series on Instagram Meetup.
Figure 2: Sample from our Fun Fact Friday series on Instagram Meetup.
A hallmark of the iGEM competition is its vibrant community of participating teams, alumni, and supporters. This network of synthetic biology enthusiasts thrives on sharing knowledge, exchanging ideas, and building meaningful connections across the globe.
With the Münster JuniorJam, our mission was to create a platform where young scientists can connect beyond their own teams, gain new perspectives, and learn from each other’s experiences. By combining talks, workshops, and social activities, we aim to strengthen the (European) iGEM community, empower future innovators, and celebrate the collaborative spirit that makes iGEM so unique.
This year, we were excited to host the fourth edition of the JuniorJam in Münster, bringing together passionate individuals to foster collaboration, spark innovation, gain feedback on team projects and carry the iGEM spirit forward.
The JuniorJam Meetup, hosted by our iGEM team from July 25 - 27, 2025 in the historic Münster Castle, was an inspiring weekend-long event. Participants enjoyed a dynamic program featuring captivating talks, interactive workshops, and project presentations from iGEM teams across Europe, rounded off with plenty of fun activities and opportunities to connect.
Figure 1: Banner of the JuniorJam Münster Meetup.
Figure 2: Group picture with all participants of the JuniorJam Münster Meetup.
During the event, teams had the opportunity to refine their presentation skills in preparation for the Grand Jamboree in Paris. They also engaged in valuable feedback sessions on their projects, all while fostering a stronger sense of community.
The first day opened with a warm welcome from the iGEM Münster team inside the historic Münster Castle, followed by the introduction to the JuniorJam and its program.
Next, Prof. Dirk Prüfer, an expert in plant biotechnology, held an engaging talk on whether future innovation will be driven by industry, academic research, or both. This was followed by Stefanie Weigold, a specialist in biomedical ethics, who gave a thought-provoking introduction to key dilemmas in her field. Succeeding the talks, the iGEM Münster team introduced themselves and presented their project.
The day concluded with pizza and collaborative games encouraging interactions between members of different teams.
Figure 3: Prof. Dirk Prüfer (left) presenting his talk “The Future of Innovation? Not Either-Or, But Both!”
Figure 4: The teams bonded over their iGEM journey struggles and pizza.
The second day started with two practical workshops: The first one on startups, which was led by the REACH - EUREGIO Start-up Center, and another on effective team communication. Afterwards, Julius Hennemann moderated an engaging panel discussion with Florian Hänsel the European Ambassador of iGEM, Dr. Sriram Kumar who is part of the iGEM Safety & Security Committee, and Sinan Zimmermann a Judge at the iGEM Competition. They discussed what judges look for in a successful iGEM project.
In the afternoon, a total of ten project presentations were held by the invited teams, followed by a poster session that encouraged in-depth discussions, food for thought and sharing of knowledge.
Figure 5: Panel discussion with iGEM judges (from left to right) Dr. Sriram Kumar, Florian Hänsel, and Sinan Zimmermann as well as the moderator Julius Hennemann.
Figure 6: Tao Wang (in the back) presenting our team poster to Kilian Mandon (Member of last year's iGEM Team Aachen).
The day was wrapped up with a well-deserved visit to the bar Bunter Vogel, where an exciting biology-themed pub quiz set the stage for lively discussions. Teams continued exchanging ideas about their projects and the broader possibilities of synthetic biology in a relaxed atmosphere.
The final day of the JuniorJam began with an insightful talk by Dr. Sriram Kumar, who addressed strategies to prevent dual-use research of concern. Next, Anthony Ao from the iGEM headquarters gave a presentation and shared practical advice on how to transform iGEM projects into startups.
Figure 7: Dr. Sriram Kumar with the talk “Dual use research of concern and how to avoid it”.
After introducing the sponsors Biorender, Labforward, and the German Association for Synthetic Biology (GASB) the much-anticipated jury awards judged in an iGEM-style evaluation by former iGEM judges took place. The Marburg team took home both Best Presentation and Best Poster, while the Aachen team earned recognition as Best Presentation Runner-Up.
A huge thank you to all our sponsors for making this fantastic event possible!
We are also grateful to everyone who contributed to the planning and execution of the meetup, it couldn't have happened without you.
Finally, a big thanks to all the participants who joined us for rorganizing such an event. It was an absolute pleasure meeting all of you!
The Münster JuniorJam was designed to let participants gain practical skills in communication, teamwork, and project development through a combination of expert talks, interactive workshops, project presentations, and guided feedback sessions with experienced iGEM judges. The event was carefully structured to encourage open discussion, ethical reflection, and peer-to-peer knowledge exchange, creating a collaborative learning environment where every participant could both teach and learn.
We developed an AMP-MD simulation platform to study how AMPs interact with the outer membrane of Gram-negative bacteria. More content on our modeling approach can be found on the Model page.
We uploaded all the scripts, necessary to set up the simulation system, perform the production runs, and analyze the trajectories afterward. Additionally, to all the scripts, we wrote a guide on how to use these scripts to encourage future iGEM teams to advance our modeling approach and modify it for other use cases. The guide and all the scripts are uploaded to the iGEM Münster Gitlab Repository.
Education is a central component of every iGEM project, helping to make synthetic biology understandable and promoting enthusiasm for research. Our Education Guide assists teams in planning and implementing sustainable, target group-oriented and socially relevant educational activities.
The following guide provides practical instructions to assist you in implementing your educational ideas effectively.
For us, education was much more than just a supplementary aspect of our iGEM project, it was fundamental to our social responsibility. Our objective was not only to research synthetic biology but also to highlight its significance for a society transforming through technological advances and to actively foster public discussions as part of our commitment to science communication.
The CLEAR concept enabled us to implement our activities in a targeted, collaborative and flexible manner. We combined scientific content with creative, interactive formats and dialogue-based methods to ensure sustainable, mutual exchange on equal footing. We prioritized the promotion of mutual learning, the establishment of trust in science, and the encouragement of critical thinking, a necessity in times of widespread misinformation.
Our diverse educational portfolio, which includes senior citizens’ home visit and an ethics lecture at the University of Münster to school visits at IGS Fürstenau, scientific articles, an art exhibition, and Instagram information posts, allowed us to reach people from varied backgrounds, foster shared knowledge, and spread awareness of the increasing problem of antibiotic resistance. Furthermore, we organized a Meetup as a science conference to facilitate dialogue within the iGEM community.
Through intensive exchange with experts such as Prof. Heuckmann and the continuous integration of feedback, for example from Dr. Claudia Bozarro, we were able to enhance the content of our educational projects and raise awareness of the long-term impact of education. Feedback has indicated that a vivid and emotional approach is essential to build understanding and lasting interest. It was also evident that societal understanding was a key factor in the acceptance of new therapies and the implementation of necessary regulatory changes.
In order to provide assistance to other teams as they initiate their educational initiatives and to establish sustainable structures, we have developed a series of practical guides. These include a general Education Guide, as well as specific guides for school visits, ethics lectures, and modeling. These documents are openly accessible on our wiki (contribution) for future teams to build on and advance their own educational projects.
Together with the University of Münster, we aim to establish a sustainable education program to strengthen the dialogue between science, education, and society in the long term. Furthermore, the objective of this initiative is to support and inspire future generations of iGEM teams, thereby ensuring a long-lasting impact and continuity.
Education has thus become a central link between research and the public for us. Our project demonstrates that science is most effective when it is shared, understood and further developed.
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