Executive summary: Microbes are all pervasive in their distribution and influence on the functioning and well‐being of humans, life in general and the planet. Microbially‐based technologies contribute hugely to the supply of important goods and services we depend upon, such as the provision of food, medicines and clean water. They also offer mechanisms and strategies to mitigate and solve a wide range of problems and crises facing humanity at all levels, including those encapsulated in the sustainable development goals (SDGs) formulated by the United Nations. For example, microbial technologies can contribute in multiple ways to decarbonisation and hence confronting global warming, provide sanitation and clean water to the billions of people lacking them, improve soil fertility and hence food production and develop vaccines and other medicines to reduce and in some cases eliminate deadly infections. They are the foundation of biotechnology, an increasingly important and growing business sector and source of employment, and the centre of the bioeconomy , Green Deal , etc. But, because microbes are largely invisible, they are not familiar to most people, so opportunities they offer to effectively prevent and solve problems are often missed by decision‐makers, with the negative consequences this entrains. To correct this lack of vital knowledge, the International Microbiology Literacy Initiative–the IMiLI–is recruiting from the global microbiology community and making freely available, teaching resources for a curriculum in societally relevant microbiology that can be used at all levels of learning. Its goal is the development of a society that is literate in relevant microbiology and, as a consequence, able to take full advantage of the potential of microbes and minimise the consequences of their negative activities. In addition to teaching about microbes, almost every lesson discusses the influence they have on sustainability and the SDGs and their ability to solve pressing problems of societal inequalities. The curriculum thus teaches about sustainability, societal needs and global citizenship. The lessons also reveal the impacts microbes and their activities have on our daily lives at the personal, family, community, national and global levels and their relevance for decisions at all levels. And, because effective, evidence‐based decisions require not only relevant information but also critical and systems thinking, the resources also teach about these key generic aspects of deliberation. The IMiLI teaching resources are learner‐centric, not academic microbiology‐centric and deal with the microbiology of everyday issues. These span topics as diverse as owning and caring for a companion animal, the vast range of everyday foods that are produced via microbial processes, impressive geological formations created by microbes, childhood illnesses and how they are managed and how to reduce waste and pollution. They also leverage the exceptional excitement of exploration and discovery that typifies much progress in microbiology to capture the interest, inspire and motivate educators and learners alike. The IMiLI is establishing Regional Centres to translate the teaching resources into regional languages and adapt them to regional cultures, and to promote their use and assist educators employing them. Two of these are now operational. The Regional Centres constitute the interface between resource creators and educators–learners. As such, they will collect and analyse feedback from the end‐users and transmit this to the resource creators so that teaching materials can be improved and refined, and new resources added in response to demand: educators and learners will thereby be directly involved in evolution of the teaching resources. The interactions between educators–learners and resource creators mediated by the Regional Centres will establish dynamic and synergistic relationships–a global societally relevant microbiology education ecosystem–in which creators also become learners, teaching resources are optimised and all players/stakeholders are empowered and their motivation increased. The IMiLI concept thus embraces the principle of teaching societally relevant microbiology embedded in the wider context of societal, biosphere and planetary needs, inequalities, the range of crises that confront us and the need for improved decisioning, which should ultimately lead to better citizenship and a humanity that is more sustainable and resilient. The biosphere of planet Earth is a microbial world: a vast reactor of countless microbially driven chemical transformations and energy transfers that push and pull many planetary geochemical processes, including the cycling of the elements of life, mitigate or amplify climate change (e.g., Nature Reviews Microbiology, 2019, 17, 569) and impact the well‐being and activities of all organisms, including humans. Microbes are both our ancestors and creators of the planetary chemistry that allowed us to evolve (e.g., Life's engines: How microbes made earth habitable, 2023). To understand how the biosphere functions, how humans can influence its development and live more sustainably with the other organisms sharing it, we need to understand the microbes. In a recent editorial (Environmental Microbiology, 2019, 21, 1513), we advocated for improved microbiology literacy in society. Our concept of microbiology literacy is not based on knowledge of the academic subject of microbiology, with its multitude of component topics, plus the growing number of additional topics from other disciplines that become vitally important elements of current microbiology. Rather it is focused on microbial activities that impact us–individuals/communities/nations/the human world–and the biosphere and that are key to reaching informed decisions on a multitude of issues that regularly confront us, ranging from personal issues to crises of global importance. In other words, it is knowledge and understanding essential for adulthood and the transition to it, knowledge and understanding that must be acquired early in life in school. The 2019 Editorial marked the launch of the International Microbiology Literacy Initiative, the IMiLI. Here, we present: our concept of how microbiology literacy may be achieved and the rationale underpinning it; the type of teaching resources being created to realise the concept and the framing of microbial activities treated in these resources in the context of sustainability, societal needs and responsibilities and decision‐making; and the key role of Regional Centres that will translate the teaching resources into local languages, adapt them according to local cultural needs, interface with regional educators and develop and serve as hubs of microbiology literacy education networks. The topics featuring in teaching resources are learner‐centric and have been selected for their inherent relevance, interest and ability to excite and engage. Importantly, the resources coherently integrate and emphasise the overarching issues of sustainability, stewardship and critical thinking and the pervasive interdependencies of processes. More broadly, the concept emphasises how the multifarious applications of microbial activities can be leveraged to promote human/animal, plant, environmental and planetary health, improve social equity, alleviate humanitarian deficits and causes of conflicts among peoples and increase understanding between peoples (Microbial Biotechnology, 2023, 16(6), 1091–1111). Importantly, although the primary target of the freely available (CC BY‐NC 4.0) IMiLI teaching resources is schoolchildren and their educators, they and the teaching philosophy are intended for all ages, abilities and cultural spectra of learners worldwide: in university education, lifelong learning, curiosity‐driven, web‐based knowledge acquisition and public outreach. The IMiLI teaching resources aim to promote development of a global microbiology education ecosystem that democratises microbiology knowledge.

Disruptive innovation is needed to raise the threshold of sustainable building performance, so that our buildings improve on net zero impacts and have a life‐promoting impact on the natural world. This article outlines a new approach to next‐generation sustainable architecture, which draws on the versatile metabolisms of microbes as a platform by incorporating microbial technologies and microbially produced materials into the practice of the built environment. The regenerative architecture arising from these interventions includes a broad range of advances from using new materials, to creating bioreceptive surfaces that promote life, and providing green, bio‐remediating energy from waste. Such innovations are presently reaching the marketplace as novel materials like Biocement® with lower embodied carbon than conventional materials that adopt microbially facilitated processes, and as novel utilities like PeePower® that transforms urine into electrical energy and bioreactor‐based building systems such as the pioneering BIQ building in Hamburg. While the field is still young, some of these products (e.g. mycelium biocomposites) are poised for uptake by the public–private economic axis to become mainstream within the building industry. Other developments are creating new economic opportunities for local maker communities that empower citizens and catalyse novel vernacular building practices. In particular, the activation of the microbial commons by the uptake of microbial technologies and materials through daily acts of living, ‘democratises’ resource harvesting (materials and energy) in ways that sustain life, and returns important decisions about how to run a home back to citizens. This disruptive move re‐centres the domestic‐commons economic axis to the heart of society, setting the stage for new vernacular architectures that support increasingly robust and resilient communities.

Humanity has long sought inspiration from nature to innovate materials and devices. As science advances, nature-inspired materials are becoming part of our lives. Animate materials, characterized by their activity, adaptability, and autonomy, emulate properties of living systems. While only biological materials fully embody these principles, artificial versions are advancing rapidly, promising transformative impacts in the circular economy, health and climate resilience within a generation. This roadmap presents authoritative perspectives on animate materials across different disciplines and scales, highlighting their interdisciplinary nature and potential applications in diverse fields including nanotechnology, robotics and the built environment. It underscores the need for concerted efforts to address shared challenges such as complexity management, scalability, evolvability, interdisciplinary collaboration, and ethical and environmental considerations. The framework defined by classifying materials based on their level of animacy can guide this emerging field to encourage cooperation and responsible development. By unravelling the mysteries of living matter and leveraging its principles, we can design materials and systems that will transform our world in a more sustainable manner.

This paper reports the first relatable bio-digital interface powered by microbial fuel cells (MFCs) that was developed to inform the public and introduce the concept of using live microbes as waste processors within our homes and cities. An innovative design for the MFC and peripherals system was built as a digital data generator and bioreactor, with a custom-built energy-harvesting controller that was connected to the system to enable efficient system operation using adaptive dynamic cell reconfiguration and transmit data for the bio-digital interface. This system has accomplished multiple (parallel) tasks such as electricity generation, wastewater treatment and autonomous operation. Moreover, the controller demonstrated that microbial behaviour and consequent system operation can benefit from smart algorithms. In addition to these technical achievements, the bio-digital interface is a site for the production of digital art that aims to gain acceptance from a wider-interest community and potential audiences by showcasing the capabilities of living microorganisms in the context of green technologies.

Scientific research seeks to extend knowledge and understanding, an activity that perhaps more than any other advances society and humanity. In essence, it is the search for truth. But, because it seeks new knowledge, there is little or no benchmark for appraisal of the plausibility or validity of the immediate conclusions drawn from new information gained, no instant confirmation. For this and other reasons, the science ethos requires the highest level of rigour to ensure the highest level of probability that new findings are true, or at least the most plausible under the prevailing circumstances and state of knowledge. Research is only as good as its degree of rigour . Rigour comes through intensive and comprehensive scientific training and mentoring that teaches critical and agnostic evaluation of new results, self‐scrutiny and self‐criticism. Additional rigour comes via independent scrutiny and validation: peer review of results and interpretations submitted as publications, and peer repetition of key experiments. However, the current proliferation of publication vehicles whose business model is based on maximisation of papers published, and the revenue stream of article processing charges (APCs) they generate, is promoting an insidious degradation of rigour and quality standards of reviewing–editing practices. Such predatory practices result in the systematic degradation of research quality and its “truthfulness”. Moreover, they undermine the science ethos and threaten to create a new generation of scientists that lack this ethos. These trends will inevitably progressively erode public trust in scientists and the research ecosystem. This Editorial is a call for action to all actors, in particular leaders, in scientific research to oppose predatory practices in science dissemination—to restrict the operational space of those responsible for such practices—in order to restore and maintain research rigour and the science ethos and to prevent a downward spiral of research quality. It proposes two linked actionable solutions to the problem, one for the “pull” element of predatory practices and one for the “push” element of research ecosystem management practices, especially those promoting the publish or perish mentality, that drive authors to publish in journals with predatory practices. To counter the “pull”, we propose a solution based on the principle of prevention, rather than cure, and list a number of essential policy decisions and actions that should be taken at all levels of the science chain/cloud to achieve this. A central plank of the concept is journal accreditation , without which a journal would be ineligible for payment of APCs from public funds. For accreditation, a journal would need to convincingly demonstrate adoption of a prescribed journal code of conduct . Ideally, accreditation would also be required for inclusion in journal indexing and ranking services and bibliographic databases. To counter the “push”, we propose a top‐down imposition of a cultural change in science management that ensures merit‐based success of scientists and their careers, research best practice, improved education and mentoring of younger scientists in the science ethos and greater support of them in their careers. This must include explicit recognition of the crucial role of peer reviewing for the good health of the research enterprise, its incentivisation and appropriate appreciation of the time and effort involved. To orchestrate this change, we propose the creation of a multi‐stakeholder alliance whose brief is to develop the framework and implementation strategy for changes in the research ecosystem. This Editorial also exhorts all actors to embrace the principle of publish less, publish better and to use public funding provided by tax revenues more effectively to perpetually raise the bar of science quality, dissemination and potential to advance humanity.

The global-scale impacts of the Anthropocene have reached tipping points of order, resulting in the climate emergency. We are no longer able to carefully adjust our industrial practices to put this titan back into its box, and we must enter a new era of human development to meet our present needs. This involves restoring the living realm through bioremediating environments, enlivening communities, enriching soils, and rebuilding ecosystems as we live and work. The conservative net zero ambitions of “sustainability” cannot reverse our negative planetary-scale impact. A new approach to designing and engineering our habitats is needed. This introduction to the special issue on Regenerative Architecture takes a design-led approach to discuss how the practice of the built environment, through its imaginaries, materials, spaces, bodies, and technologies, can make a positive impact on the living world. Since we cannot solve the ongoing crises from within our present thinking, which has initiated and compounded our predicament, this special issue explores the work of regenerative architects who are urgently developing diverse and inclusive practices. These practices aim to transcend the habits, expectations, and blind spots that frame contemporary practices. Taking a radically experimental and inclusive interdisciplinary design approach, the emerging field of regenerative architecture is actively developing a range of new tools, technologies, models, experimental platforms, theories, buildable systems, and critiques for environmentally beneficial practices. The nature of this ongoing research is diverse and interdisciplinary, invoking new concepts and formats that search for ways of working with nature, both as a co-creator of places and as a net beneficiary of architectural interventions.