In this phase, students apply what they have learned about gene editing by taking part in practical, technology-based activities. Augmented Reality (AR) tools such as ARGV (Augmented Reality Gene View) and Human Genome AR are used to help students explore genetic processes in a visual and interactive way.

Students start with scenario-based tasks, where they analyse fictional but realistic situations involving gene editing. For example, they may consider editing the DNA of a human embryo to prevent a genetic disease, changing crops to survive climate change, or modifying animal populations to reduce the spread of disease. With ARGV, students can see gene sequences, simulate the CRISPR-Cas9 process, and explore possible results of genetic changes. This helps them connect scientific methods with ethical decision-making.

One key classroom activity is a bioethics committee role-play. Each student receives a role, such as a scientist, ethicist, policymaker, or patient. Working in groups, students discuss CRISPR case studies and decide whether a gene-editing action should be allowed. AR tools support these discussions by showing which genes are affected and what consequences different decisions might have. This activity develops communication skills, collaboration, and critical thinking.

Another group task is the creation of an “Ethical Impact Passport” for a fictional gene-editing project. Students work in teams to describe the benefits, risks, and social consequences of their proposed genetic intervention. AR visuals help students explain their ideas clearly and make their presentations more engaging for classmates.

Throughout the unit, AR simulations are combined with reflection worksheets. Students write down their observations, predictions, and ethical concerns while interacting with DNA models. This encourages deeper understanding and helps students think critically about the long-term effects of gene editing on humans, ecosystems, and future generations.