The readers of this blog will agree on that the integration of Responsible Research and Innovation (RRI) principles in educative contexts is certainly beneficial for students, as it supports them - among others - in the development of critical, creative and open-minded thinking and furthers cooperative learning aptitudes. Moreover, it upholds transversal educational frameworks that can benefit collaborative planning in school activities and promotes the introduction of multidisciplinary learning exercises in the classroom.

In that manner, it is essential to construct principles that will support the implementation of RRI in academic teaching and learning activities, both at primary and secondary level. Particularly, it is recommended that educators consider applying continuous self-reflection processes, to determine how RRI-oriented their practices are. 

Along these lines, European Schoolnet has developed an educational handbook entitled “RRI in practice for schools. Handbook for teachers” with the aim of helping educators to develop and implement RRI practices in the classroom as well as to include self-reflection processes in their everyday practices.

The world is facing a global crisis in science education, as seen by diminishing number of youngsters interested in studying science, technology, engineering and mathematics (STEM). A considerable percentage of young people in the world are not interested in STEM careers mainly because they perceive science as boring and difficult, and they feel they lack the necessary skills to deal with such topics. Such negative perceptions discourage adolescents from actively seeking to learn about science, explore career options in STEM fields, and undervalue the role of science in society.

PERFORM is a European Commission- funded project aiming to investigate the effects of the use of innovative science education methods, based on performing arts, in fostering young peoples’ motivations and engagement with STEM in selected secondary schools in France, Spain and the United Kingdom.

To help bring RRI to life, the RRI Tools project has identified eight showcases, which are good examples of RRI in practice. We will introduce you to each of these, explaining what it is and why they are good representatives of RRI. At the end of the article, find a testimonial on how you could use the showcase training resource to have a better understanding of RRI, get trained and train others.

Science education has a very critical role for the implementation of the new paradigm of RRI where a different relationship between science and society is to be established. As stated in the European Commission document of Science With and for Society: “investing in making scientific and research careers more attractive for young people improves their culture, prepares them to act as well-informed citizens and equips them with the necessary knowledge and skills to match the current and future labour market needs“. How should scientific and research careers be made attractive for young people? How do we need to prepare our future generations to be disposed and prepared to participate in R&I and in R&I decision-making?

Although Responsible Research and Innovation (RRI) has gained prominence in Europe in the past years, even as a priority topic at the European Commission, the findings of a new comparative analysis on science, technology, engineering and maths (STEM) education in Europe indicate that RRI remains to be fully embedded in national school education systems. Currently, it is more a concern and concept used by the academia and generally unknown at schools in 24 out of the 30 countries observed.

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Dismantling stereotypes, addressing academic issues and involving colleges and universities are some of the key actions to overcome women’s low share in STEM (Science, Technology, Engineering & Mathematics) areas and occupations. These and many other actions were discussed on April 19^th at the Palau Macaya of La Caixa Foundation during a round table entitled “What Can Future Education Do in Order to Overcome Gendered Academic and Occupational Interests?”

The readers of this blog will agree on that the integration of Responsible Research and Innovation (RRI) principles in educative contexts is certainly beneficial for students, as it supports them - among others - in the development of critical, creative and open-minded thinking and furthers cooperative learning aptitudes. Moreover, it upholds transversal educational frameworks that can benefit collaborative planning in school activities and promotes the introduction of multidisciplinary learning exercises in the classroom.

In that manner, it is essential to construct principles that will support the implementation of RRI in academic teaching and learning activities, both at primary and secondary level. Particularly, it is recommended that educators consider applying continuous self-reflection processes, to determine how RRI-oriented their practices are. 

Along these lines, European Schoolnet has developed an educational handbook entitled “RRI in practice for schools. Handbook for teachers” with the aim of helping educators to develop and implement RRI practices in the classroom as well as to include self-reflection processes in their everyday practices.

The world is facing a global crisis in science education, as seen by diminishing number of youngsters interested in studying science, technology, engineering and mathematics (STEM). A considerable percentage of young people in the world are not interested in STEM careers mainly because they perceive science as boring and difficult, and they feel they lack the necessary skills to deal with such topics. Such negative perceptions discourage adolescents from actively seeking to learn about science, explore career options in STEM fields, and undervalue the role of science in society.

PERFORM is a European Commission- funded project aiming to investigate the effects of the use of innovative science education methods, based on performing arts, in fostering young peoples’ motivations and engagement with STEM in selected secondary schools in France, Spain and the United Kingdom.

To help bring RRI to life, the RRI Tools project has identified eight showcases, which are good examples of RRI in practice. We will introduce you to each of these, explaining what it is and why they are good representatives of RRI. At the end of the article, find a testimonial on how you could use the showcase training resource to have a better understanding of RRI, get trained and train others.

Science education has a very critical role for the implementation of the new paradigm of RRI where a different relationship between science and society is to be established. As stated in the European Commission document of Science With and for Society: “investing in making scientific and research careers more attractive for young people improves their culture, prepares them to act as well-informed citizens and equips them with the necessary knowledge and skills to match the current and future labour market needs“. How should scientific and research careers be made attractive for young people? How do we need to prepare our future generations to be disposed and prepared to participate in R&I and in R&I decision-making?

Although Responsible Research and Innovation (RRI) has gained prominence in Europe in the past years, even as a priority topic at the European Commission, the findings of a new comparative analysis on science, technology, engineering and maths (STEM) education in Europe indicate that RRI remains to be fully embedded in national school education systems. Currently, it is more a concern and concept used by the academia and generally unknown at schools in 24 out of the 30 countries observed.

​

Dismantling stereotypes, addressing academic issues and involving colleges and universities are some of the key actions to overcome women’s low share in STEM (Science, Technology, Engineering & Mathematics) areas and occupations. These and many other actions were discussed on April 19^th at the Palau Macaya of La Caixa Foundation during a round table entitled “What Can Future Education Do in Order to Overcome Gendered Academic and Occupational Interests?”