Gene editing practical activities for plant science undergraduates

Abstract

PROBLEM

Experiential learning is an integral part of science undergraduate training. In all disciplines it is an ongoing challenge for educators to provide students with practical experiences that will prepare students for the cutting-edge techniques they will encounter in their careers.

One of the most important developments in biology this century is CRISPR-Cas9 and related gene editing technology. This technology has revolutionised scientists’ ability to edit gene functions by making targeted mutations and is used widely in biotechnology and biomedical research. In plant science CRISPR-Cas9 technology is being used to modify plant traits to respond to global challenges including climate change and food security.

Our challenge was to establish a series of CRISPR-Cas9 protocols that could be performed by undergraduate students in teaching laboratories. A further challenge was navigating the regulatory and compliance framework for using gene editing technologies in this context.

PLAN

Our plan for this action research was to identify existing CRISPR-Cas9 experimental protocols that had been used successfully for student cohorts. We obtained relevant approvals to establish these protocols in our own teaching laboratories using the model organism, Saccharomyces cerevisiae.

ACTION

Our technical and teaching team adapted methods for gene editing in S. cerevisiae from published reports and developed accompanying learning materials. A small cohort of third year plant science students undertook these activities over a 4-week period during weekly 3-hour practical classes in 2024 and 2025. After completing these activities students wrote a practical report about these experiments. In the second iteration we introduced a new assessment where students wrote a research proposal to apply their knowledge about CRISPR-Cas9 approaches to new directions relevant to the subject material.

REFLECTION

The first iterations of these practical activities were received well by students. The experimental protocols worked successfully in student hands, resulting in gene edited S. cerevisiae. The academic and technical team members involved in this project faced considerable challenges both in establishing the protocols in our own teaching laboratories and in navigating the regulatory framework for students to undertake these activities. In future iterations of this intervention, the written learning materials will be improved to better scaffold students’ understanding about the methods used in the activities. The CRISPR-Cas9 practical activities will also be expanded into include use of a model plant species.