Card of the learning path

 
General topic of the learning path
 
 Repairing DNA to cure diseases
Specific name of the learning unit
 
 Correcting the Code
Age of the target users

14-18 target
Requirements for the learner

Basic knowledge of cell biology (DNA, genes, proteins, blood).

Introductory understanding of genetic inheritance.

Familiarity with the idea of mutations and their effects.

Openness to discussing ethical and social implications of genetic medicine.
Description of the learning unit This unit introduces learners to thalassaemia, a blood disorder caused by mutations in the HBB gene, which prevent the production of normal hemoglobin. Students will first discover what thalassaemia is and how it affects the body. They will then explore how gene therapy — using tools such as CRISPR-Cas9 — can repair or replace faulty DNA, offering the possibility of a cure.
The unit follows the Explore – Execute – Enhance methodology:
Explore: Building a foundation of knowledge about thalassaemia and gene therapy.
Execute: Using Augmented Reality simulations and hands-on exercises to practice “correcting” faulty genes.
Enhance: Reflecting on advanced applications, ethical debates, and the future of genetic therapies.
Subject: Parties involved

Biology, Health Science, Genetics, Ethics, ICT/Digital Literacy.

Parties involved: Students (learners and researchers), teachers (facilitators), potential guest experts (geneticists, medical professionals).
Keywords Thalassaemia, Hemoglobin, Blood Disorders, Gene Therapy, CRISPR, Biotechnology, DNA Editing, Ethics.
Key qualifications, skills and knowledge that can be acquired Knowledge: Students gain an understanding of thalassaemia and its genetic cause (HBB mutation), learn about current treatments (transfusions, bone marrow transplants), grasp the principles of gene therapy and CRISPR-Cas9, and explore ethical and social debates around genetic editing.
Skills: They develop the ability to analyze case studies, use AR tools to visualize DNA editing, work collaboratively in scientific teams, and critically reflect on the risks and opportunities of biotechnology.
Competences: Students learn to apply genetic knowledge to real medical challenges, evaluate the societal impact of emerging technologies, and adopt responsible, reflective attitudes toward genetic innovation.
Resources and didactic aids used Interactive tools:
AR simulations of CRISPR-Cas9 editing faulty genes.
Hands-on DNA models with beads or paper strips.
Digital lab journals for student reflections.
Assessment criteria and evaluation Knowledge: Understanding of thalassaemia, hemoglobin, and gene therapy concepts.
Skills: Ability to use AR to simulate gene correction; participation in modeling and case study activities.
Collaboration: Active contribution to group projects and peer discussions.
Creativity: Innovative approaches to AR challenges or designing therapy strategies.