The exponential rise in global plastic consumption, coupled with its heavy dependence on fossil fuels, has resulted in severe environmental and ecological consequences—ranging from greenhouse gas emissions to widespread marine pollution. In response, bioplastics derived from renewable sources have emerged as a promising solution, particularly those synthesized from algae. This study explores the potential of algae-based bioplastics—produced from macroalgae (e.g., Ulva lactuca) and microalgae (e.g., Chlorella, Spirulina) - as a sustainable and circular alternative to conventional plastics. Owing to their rapid growth, high biomass yield, and non-reliance on arable land, algae offer distinct ecological advantages over traditional biomass sources like corn or starch. The research examines the types of algal bioplastics, key production processes, and the integration of genetic engineering techniques to enhance yield and biodegradability. It also addresses scalability, economic feasibility, and degradation by-product limitations. Furthermore, the study evaluates policy and regulatory frameworks that support the development and adoption of bio-based materials. The findings suggest that algae-derived bioplastics reduce reliance on fossil resources and align with circular economy principles by offering biodegradable, renewable, and low-impact alternatives. As global environmental concerns intensify, algae-based bioplastics may play a vital role in reshaping the future of sustainable materials and reducing plastic pollution at scale. 

Engineers and scientists, i.e. STEM educated persons, are seen as strong drivers for technology and knowledge-driven growth and productivity in the high-tech sector including ICT services. However, since 2020 there has been a decline in the absolute number of new entrants to STEM courses.

In 2023, the Federal Statistical Office of Germany reported that 6.5% fewer students had enrolled on STEM courses in Europe. By contrast, countries in the Arab world and East Asia were able to significantly increase the proportion of STEM graduates.

A variety of measures are needed to make STEM attractive to students. This paper explains a package of measures to systematically familiarize children and young people with STEM and thus allay their fears of studying science and engineering. Over the past eight years, the Faculty of Engineering at Ansbach University of Applied Sciences has developed a concept in which participants from pre-school age to high school graduates are addressed with all their senses in age-appropriate laboratory experiments. The Ansbach model for promoting STEM acceptance begins with children of pre-school age by playfully awakening their natural curiosity. In child-friendly experiential spaces at the university, children experience themselves as researchers. In workshop topics from the fields of microbiology, food technology, and molecular biology, which become increasingly complex with the level of education, pupils are introduced to engineering and scientific issues in an age-appropriate way. It is always about experiencing science with all the senses and thus opening up not only a cognitive but also an emotional awareness for STEM.

To reduce the heavy time burden on individual members of the university, the measures are coordinated within the faculty and realized with the involvement of as many faculty members as possible in a modular way resulting in approximately four to six person weeks to attract 400 pupils per year.

• Sinkende Studierendenzahlen im MINT-Bereich stellen ein Problem für die Hochschulen und die Gesellschaft dar. Die Ursachen liegen u.a. darin, dass sich die Schülerinnen und Schüler den MINT-Anforderungen zunehmend nicht gewachsen fühlen oder diese wenig attraktiv finden. Beidem kann durch zielgruppenspezifische Angebote an den HAWs begegnet werden. In der Fakultät Technik der Hochschule Ansbach wurde im Verlauf der letzten acht Jahre ein Konzept entwickelt, in dem Teilnehmende vom Vorschulalter bis zum Abitur altersgemäß in Laborversuchen mit allen Sinnen angesprochen werden. Das Maßnahmenpaket besteht aus verschiedenen Präsenzangeboten vom einfachen spielerischen Experimentieren für Vorschulkinder bis hin zu Vertiefungsworkshops und Schnupperangeboten für Teilnehmende aus den Oberstufen. Um die hohe zeitliche Belastung der einzelnen Hochschulangehörigen zu reduzieren, werden die Maßnahmen fakultätsintern koordiniert und unter Einbeziehung möglichst vieler Fakultätsmitglieder realisiert.