Inspired by the national poverty alleviation news, our iGEM team has gained a profound understanding of the unequal distribution of educational resources globally, especially in remote and impoverished areas. The issue of insufficient scientific educational resources due to remoteness and poverty exists in both developed countries and those lacking resources. In some places, the opportunity for scientific education is held only by a few.
In light of this, our team is dedicated to ameliorating this situation, starting within our own country. Our primary goal is to enable students in remote and impoverished areas to have equal access to scientific research. We aim to ignite their interest in science and enhance their scientific literacy by providing free resources like simple microscopes and English books, enabling them to comprehend English and potentially engage in scientific research in the future. Additionally, we attempt to facilitate local people's understanding of scientific concepts and correct some misconceptions by integrating local traditions with scientific knowledge.
Our ultimate vision is for individuals in remote and impoverished areas to have the opportunity to voice their perspectives in the field of science, to uncover their potential, and to expand this assistance globally. We envision a world where the access to and benefits of scientific education are not limited by geographical location or economic status but are shared equitably among all members of the global community.

As we visited different regions and examined the educational resources available in various schools, we encountered a thought-provoking phenomenon. Schools in urban and developed areas are all equipped with laboratories and boast a diverse range of experimental apparatus. These facilities offer students abundant opportunities for hands-on practice, aiding them in better understanding and mastering scientific concepts.
However, the situation is markedly different in remote areas. Schools equipped with laboratories are rare, and many don’t even have access to the most basic scientific data, let alone experimental equipment. This lack of educational resources undeniably restricts learning opportunities for students, preventing them from learning and understanding scientific concepts through experiments, unlike their counterparts in urban areas.
The scarcity of educational resources in schools in impoverished areas isn’t limited to experimental equipment but extends to textbooks, teacher resources, and information technology. This inequality exerts a profound impact on students' learning and development and poses a challenge to social fairness and progress.
Therefore, we must confront the issue of unequal educational resources head-on and seek effective solutions to ensure that every student, regardless of where they live, can access fair educational opportunities.

Through our questionnaire surveys and on-site interviews with students, we encountered a surprising phenomenon: some schools are not equipped with laboratories, and some even struggle to provide basic textbooks. This situation has repeatedly surfaced in our investigations, striking us with astonishment. When we inquired if these students wished to engage in experimental learning, the response was unanimously affirmative. They express a strong desire to have the opportunity to conduct experiments firsthand and witness the application of theoretical knowledge in practice.
Our survey, which encompassed students from various schools, revealed a common sentiment: students, regardless of their school, believe that conducting experiments enhances their interest in the subject matter. This finding has instilled in us a profound sense of responsibility. We are resolved to do everything within our capacity to facilitate these underprivileged children’s access to experimental learning. We aspire to grant them the opportunity to experience the allure of science personally, augment their interest in their subjects, and ignite their enthusiasm for learning.

We surveyed 60 teachers with diverse backgrounds and experiences to explore the impact of experimental teaching methods on students' learning interests. The results indicate that the vast majority of teachers believe experiments can ignite students’ interest, assisting them in visually understanding abstract concepts and enhancing their learning motivation. Despite the constraints of resources and time, teachers generally appreciate the value of experimental teaching. These findings provide strong support for optimizing teaching methods to elevate students’ learning interests.

We conducted a survey with 60 students from different schools and discovered that a striking 76% are eager for more experimental learning. These students believe that experiments not only deepen their understanding of academic concepts but also make learning more engaging. This finding aligns with the data previously collected from teachers, confirming that the experimental learning method indeed boosts students' interest in learning.

According to the results of our collected questionnaire surveys, we’ve discerned that the quality of education for students in impoverished areas is severely impacted due to a lack of sufficient textbooks. This phenomenon has deeply concerned us, for we firmly believe that every student, irrespective of their origins, is entitled to quality education and should have the opportunity to contribute to the field of science in the future. To ameliorate this situation, we’ve decided to donate textbooks to these areas. Textbooks are a crucial medium for students to acquire knowledge, and having access to more new books allows them to be exposed to new ideas and knowledge. Therefore, we hope to elevate their educational standards through the donation of textbooks.
However, we are also aware that our team’s capacity is limited, and we cannot solve this problem single-handedly. Consequently, we plan to seek schools in developed areas in the future and establish collaborative relationships to jointly promote the circulation of books. We hope that through this approach, more books can flow into impoverished areas, granting more students the opportunity to access a wealth of knowledge. We are convinced that this method can provide a better learning pathway for students in impoverished areas, aiding them in enhancing their learning standards and laying a solid foundation for their future.

The pictures above are all taken after we provided the books. In these photos, it’s evident how the students radiate joy and excitement towards the new learning materials. Their eyes are filled with the gleam of exploration, a revived thirst for new knowledge, and renewed hope for the future. The students unanimously expressed that the new books have availed them of a broader range of learning resources, helped to expand their horizons, deepen their understanding of subject matters, and stimulated their passion and interest in learning. Teachers also reported a notable improvement in teaching quality and students’ learning enthusiasm. By donating textbooks, we have not only facilitated access to a richer array of learning resources for students in impoverished areas but also fostered their self-learning and exploratory capabilities. These new books are set to spark their creativity and imagination, laying a solid foundation for their future development. We firmly believe in the power of knowledge to change destinies. With these donated books, the students will possess an increased capacity to transform themselves and, by extension, effect societal change.

Language barriers represent one of the primary challenges to cultural development in remote areas. Due to the scarcity of educational resources and economic constraints, many residents in these areas are unable to master a fluent foreign language or Mandarin. This not only hinders their capacity for effective communication and interaction with the external world but also limits their ability to access and comprehend information from external cultures.
The existence of such language barriers has profound impacts on the lives and development of residents in remote areas. Firstly, they may encounter difficulties in education and employment, as most opportunities in these fields require specific language skills. Secondly, due to the language divide, they may be incapable of fully understanding and assimilating foreign cultures and knowledge, leading to intellectual and conceptual insularity.
Addressing the language barriers in remote areas can not only enhance the quality of life and developmental opportunities for residents but also foster community development and social integration in these regions. This necessitates concerted efforts in education, policy-making, and other sectors. For instance, providing more language educational resources, promoting the learning of Mandarin and foreign languages, and developing and implementing pertinent policies and measures to assist residents of remote areas in overcoming language barriers and enhancing their linguistic capabilities.

We understand the profound value of internationalizing education. For this purpose, we have begun translating textbooks from various countries, allowing students to immerse themselves in a globally diverse learning ecosystem. Each nation’s educational materials are imbued with unique teaching methodologies and cultural contexts. By accessing these varied contents, students not only expand their knowledge horizons but also cultivate critical thinking and a global perspective. This enriched learning experience enables them to appreciate the diversity in thought and interpretation, offering a more comprehensive educational journey. Our goal extends beyond broadening the students’ learning scope; we aim to shape individuals with a global consciousness, capable of transcending cultural and linguistic barriers. We believe that with internationalized educational resources, we can create a boundless space for students to learn and grow, equipping them to be more competitive and adaptable in the future world.
We are working diligently to expand and summarize educational content across various disciplines, recognizing that diversified teaching materials can foster deeper learning among students. To continue promoting this concept, we plan to create a public account to share knowledge from different subjects. We believe that every student should have the right to access world-class educational resources. Ranging from science to literature, we aim to provide comprehensive learning content. To benefit more students, we have produced extensive information in multiple languages, not just in our native language, but also in English. We hope to eliminate language barriers and offer equal, unrestricted learning opportunities to students worldwide. Our team has begun integrating a wealth of educational resources, aiming to disseminate knowledge without boundaries, assist each student in discovering their potential, and develop a broad set of skills and perspectives. Through this platform, we not only hope to impart knowledge but also aim to ignite students' interest and passion for learning, laying a solid foundation for their future education and career development. We believe this initiative will open a world of limitless learning possibilities for students and contribute to the bright future of education.

The government's lack of focus on rural development is glaring, with infrastructure construction being particularly neglected. Because of this, travel in rural areas has become exceedingly inconvenient. The dilapidated roads and lack of transportation options have minimized the contact between villagers and the outside world, leading to isolation. This isolation exacerbates economic backwardness, as necessary investments and resources are lacking, resulting in stagnant economic development in rural areas. Moreover, due to the absence of infrastructure, children are unable to receive quality and advanced education. The scarcity of educational resources hinders the enhancement of their knowledge and skills, fundamentally affecting the future development and progress of the countryside. To alter this state of affairs, the government needs to pay more attention to rural construction and infrastructure investment, break the isolation between the countryside and the outside world, and promote economic and educational development.

Initially, due to the inconvenience of transportation, we planned to start a fundraising campaign to donate to the government, aiming to facilitate the construction of more accessible roads. We recognized that an improved transportation network would not only make travel more convenient for rural residents but also promote economic and social development. However, after careful consideration, we realized that such complex infrastructure projects were beyond our capacity. Thus, we decided to change our approach. We are preparing a detailed proposal letter to the government, outlining the current transportation issues and the potential benefits of addressing them. We hope that our efforts can draw the government's attention and lead to an investment in improving the transportation conditions in rural areas.

Due to time constraints, we have learned about the learning challenges faced by children in remote areas, but have not yet been able to carry out sufficient support activities. In the future, we will continue to work hard to provide them with more help.