Fostering science awareness through outreach workshops: bridging the gap between science and society

ABSTRACT

Nurturing scientific understanding is the foundation for fostering community-driven solutions to pressing global challenges such as public health. Educating young minds is one of the most effective ways to build resilient, self-sufficient, and sustainable societies ready to confront issues of limited awareness about the microbial world, good hygiene practices, and the growing threat of antimicrobial resistance (AMR), a critical concern in India. This paper details the unique science outreach initiative, led by an all-women team, designed to enhance awareness about the unseen microbial world, their importance in our daily life, good hygiene practices, and the growing threat of AMR. Conducted over 2 years, our team delivered 23 hands-on workshops across five districts in Rajasthan (India), engaging school students and biology undergraduates. Our workshops provided a fascinating window into the invisible world of microorganisms and their role in ecosystems while also driving home the dangers of antibiotic misuse and AMR. In the first series, we offered hands-on experiences that demystified microbes and the necessity of good hygiene practices. The second series of our workshop specifically targeted AMR, with activities to raise awareness about the appropriate use of antibiotics and the consequences of misuse. In addition to promoting scientific awareness, our outreach also emphasized "frugal science," that is, using low-cost, accessible methods to explore complex phenomena. This proved to be a wonderful pedagogical tool, making science approachable for students from diverse backgrounds. Positive feedback from students and the scientific community demonstrates the efficacy of our outreach program, as more than 800 students benefited from our initiative. Our initiative made science more approachable, inspiring students to apply their knowledge to real-world health challenges while fostering scientific curiosity, societal engagement, and empowerment to contribute to the scientific community. Furthermore, our initiative contributes to the groundwork to address global health threats like AMR while serving as a model for taking science to society. We also provide a set of practical tips and tools for educators and outreach practitioners seeking to adapt our approach.

INTRODUCTION

Microbes are crucial to human health and environmental sustainability, influencing metabolism, nutrient cycling, and waste decomposition (1, 2). Yet, public understanding of their roles remains limited in Rajasthan, India, where overall literacy is 66.11%, with pronounced gender gaps (79.19% for males, 52.12% for females) and limited scientific awareness in rural areas (3). This knowledge gap is particularly alarming given Rajasthan’s escalating antimicrobial resistance (AMR) crisis, which extends beyond agricultural antibiotic use (4–6). Rajasthan faces high infection rates, with studies showing significant prevalence of community-acquired infections and notable antibiotic resistance among pathogens (7). Healthcare-associated infections in India can reach up to 83% in some hospitals, far exceeding global averages. Compounding the problem, wastewater and sewage management are critical challenges in this desert state (8). Water scarcity drives reliance on recycling and reuse, but inadequate treatment and open drains contribute to the spread of resistant microbes and antibiotic residues in the environment (9). Only a fraction of municipal wastewater is effectively treated, and untreated effluent often contaminates water bodies, creating reservoirs for AMR genes (10). These issues are intensified by the fragile water ecosystem and limited sanitation infrastructure, making AMR a pressing public health and environmental threat in Rajasthan.

To address these challenges, a science outreach initiative was launched by our team of women scientists and educators from the Indian Institute of Technology, Jodhpur. This initiative was partnered with “I Love Jaisalmer (ILJ),” a unit of The I Love Foundation, a non-government organization that addresses systemic community issues through collaborative projects in education, environment, health, and empowerment. ILJ operates across Rajasthan, and its community-driven structure enables impactful outreach, particularly in rural areas. The program aimed to create scientific awareness and promote responsible antibiotic use among school and undergraduate students. Workshops used hands-on, low-cost methods to make microbiology and AMR concepts accessible, fostering practical understanding. The workshops were tailored for different age groups, spanning two series that covered microbial life, hygiene, AMR, and antibiotic stewardship. The duration of sessions was adjusted to suit different age groups, ensuring accessibility and engagement. Moreover, any educator can adapt these workshops as such or for shorter sessions, as we focus on key hands-on activities that clearly demonstrate core concepts.

The combination of activities in our workshop was designed to provide a comprehensive understanding of AMR by connecting foundational microbiology concepts with real-world applications. Observing microbial growth from everyday surfaces using agar plates and Foldscopes helped students visualize the omnipresence of microbes and the importance of hygiene (11). The Winogradsky column demonstrated microbial diversity and environmental interactions, while the zone-of-inhibition experiments directly illustrated how antibiotics work and how misuse can lead to resistance (12, 13). By engaging in these interconnected activities, students not only learned how microbes contribute to health and disease but also clearly understood the consequences of improper antibiotic use and the critical need for responsible practices. This integrated approach ensured that students understood the challenges and solutions related to antimicrobial resistance.

We conducted 23 workshops across Rajasthan in a time span of 2 years, reaching over 800 students, with more than half being female. This initiative promoted scientific awareness, responsible antibiotic use, and gender inclusivity. The workshops strengthened the connection between science and society and inspired public engagement by researchers.

PROCEDURE

Selection of participating schools and colleges

To ensure diverse participation, we selected a range of schools and colleges, including English- and Hindi-medium institutions in both rural and urban areas, prioritizing institutions with limited resources (see Supplementary Table 1 and Supplementary Fig. 1A at https://doi.org/10.6084/m9.figshare.29625530.v1). Our workshops were tailored to fit the available facilities, language preferences, and time constraints, ensuring accessibility for students from different socioeconomic backgrounds. We also leveraged social media to announce workshops and extend outreach, reaching students in rural areas (see Supplementary Fig. 1B at https://doi.org/10.6084/m9.figshare.29625530.v1).

Interaction with students

Each workshop began with an introductory presentation to establish a connection between students and the team, followed by an introduction to microbiology, hygiene, and AMR (see Supplementary Fig. 1C at https://doi.org/10.6084/m9.figshare.29625530.v1). Visual aids helped simplify complex concepts, making them accessible to younger students (14). The all-female team served as a powerful inspiration, particularly for young girls, demonstrating the potential for women in science. The direct interaction with scientists also fostered a sense of trust and connection, making science more approachable and inspiring many students to consider careers in science.

Interactive hands-on activities with the students

We engaged the students and provided experiential learning by carrying out different hands-on activities. The details of all the activities are provided in the supplementary material (see SI 1 at https://doi.org/10.6084/m9.figshare.29625530.v1) with a brief discussion as follows:

1. Frugal Science using Foldscopes: We introduced Foldscopes to promote hands-on exploration (11, 15). Students eagerly assembled them, examining slides and their own samples, including hair, insect wings, and water (Fig. 1A and B). Their enthusiasm and captured images highlighted the effectiveness of Foldscope, prompting schools to integrate Foldscopes into their science curricula.

2. Hygiene concept through Dirty Hands vs. Clean Hands activity: Through this activity, we effectively demonstrated the importance of hygiene (Fig. 1C). This hands-on experiment provided a tangible lesson on infection prevention, reinforcing proper hygiene practice.

3. Biofilm Model Demonstration: We explained biofilms, using a handmade model to illustrate their formation and behavior (16) (Fig. 1D). The analogy of biofilms as "microbial houses" helped students grasp their role in antibiotic resistance, linking microbiology to real-world health challenges.

4. Antibiotic Disc Assay: Zone of Inhibition: In the second workshop series, students observed antibiotic function through zone of inhibition experiments (12) (Fig. 1E). By comparing areas with and without antibiotic exposure, students observed how bacteria can thrive when antibiotics are ineffective, illustrating the growing challenge of AMR. Students were actively engaged, questioning the consequences of antibiotic misuse. Informative posters on AMR were distributed to reinforce key concepts, encouraging students to spread awareness within their communities.

5. Winogradsky Column Exploration: We introduced the Winogradsky column in the second series of our outreach workshop. Pre-prepared columns showcased different bacterial communities adapted to varying oxygen and nutrient levels (13). This activity deepened the understanding of microbial roles in environmental sustainability, sparking curiosity about natural ecosystems.

Fig 1.

Interactive hands-on activities with the students. (A) Students engaged in a Foldscope making activity. (B) Images from Foldscope taken by students. (C) Students engaged in the Dirty Hands vs Clean Hands activity. (D) Biofilm model demonstration. (E) Demonstration of antibiotic disc assay: zone of inhibition.

Prize distribution, quizzes, and feedback

Interactive quizzes and puzzles reinforced learning while making sessions engaging. Prizes were awarded to motivate students. These activities encouraged active participation, stimulated critical thinking, and helped students apply concepts in real time. At the end of each session, we distributed question forms to students with targeted queries to assess their understanding and identify areas requiring further clarification (see Supplementary Fig. 2 at https://doi.org/10.6084/m9.figshare.29625530.v1). This interactive questioning not only promoted reflection and retention among students but also provided valuable insights that helped us refine the structure and content of future workshops.

CONCLUSION

Our outreach engaged 800+ rural students and educators across Rajasthan, fostering scientific curiosity, critical thinking, and higher education aspirations. Volunteers played a key role, with some initiating independent projects; for example, one co-author initiated a study on Thar Desert microbes. Female scientists helped build trust, encouraging girls to discuss menstrual hygiene and science careers. By bridging science and society, our initiative inspired similar programs and advanced sustainability development goals (SDGs)—quality education (SDG 4), health (SDG 3), and gender equality (SDG 5) (17, 18). We believe many other scientists would adapt these workshops to spread science awareness. To enable this, we have provided a detailed budget and workshop module in the supplementary materials (see SI 2 at https://doi.org/10.6084/m9.figshare.29625530.v1). Moving forward, continued outreach efforts are vital for fostering a scientifically literate and empowered generation.