| Abstract | The United Nations Educational, Scientific and Cultural Organisation (UNESCO) highlights higher education as an invaluable resource that “equips students with the skills to meet ever-changing labour markets” and serves as a “passport to economic security and a stable future” for vulnerable students. The Gene Editors of the Future (GEOTF) program at the University of Westminster (www.geneeditorsofthefuture.uk) exemplifies an innovative approach to integrating higher education with lifelong learning and professional development. GEOTF complements academic learning while equipping participants with laboratory and interpersonal skills for career advancement in the life sciences sector. Divided into 3 phases (basic, advanced, and research internships) over 8 months the program offers students an immersive learning experience in CRISPR gene-editing technology on an entirely free and extracurricular platform. Through authentic learning experiences in the Nobel Prize-winning CRISPR technology, GEOTF stands as a first-of-its-kind initiative in the United Kingdom in CRISPR-based learning. Launched during the COVID-19 pandemic, it overcame challenges to showcase institutional preparedness and student resilience. Since 2020, GEOTF has grown annually by 22.96%, engaging over 700 students and researchers across undergraduate, postgraduate, and PhD levels. Participants survey from four iterations indicate that 61.7% of participants seek research internships, 25% aspire to advanced training, and 13.3% aim for basic certification in gene editing, with a focus on disease modelling, drug discovery, and diagnostics. As the UK life sciences industry employs over 250,000 professionals and is projected to create more than 130,000 new jobs over the next decade, there is a growing demand for biotechnologists skilled in CRISPR and related technologies. GEOTF addresses this gap by enhancing employability, bridging CV gaps, and fostering professional networks. Importantly, the program has cultivated a networked and unified scientific community, where students engage actively and authentically with nuances of cutting-edge research. By offering opportunities to participate in academic conferences, publishing, and public speaking, GEOTF fosters a culture of inquiry, innovation, and intellectual growth. Furthermore, students act as ambassadors for the University’s values, promoting social responsibility and a global perspective, preparing them to lead positive change in their careers and communities. Recent data shows that women represent only 35% of STEM graduates and remain underrepresented in leadership roles. However, across the four iterations of the program, the number of female participants has steadily increased at all levels, culminating in 83% in 2024. These students actively train and gain diverse opportunities, equipping them with the skills to pursue leadership roles within the scientific community and beyond. Gene editing is often perceived as a highly complex science; GEOTF challenges this notion by breaking stereotypes and expanding training opportunities across national and international institutions, while also increasing access to remote parts of the world through hands-on workshops. Looking ahead, GEOTF is set to lead the vertically integrated global CRISPR initiative, collaborating with leading institutions worldwide. Taken together, the individual paper will focus on sharing best practices to redefine how cutting-edge science is explored, taught, and communicated within the higher education landscape. |
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