Training resources on open and responsible research and innovation (Open RRI): gaps, quality and opportunities to advance training.
Обработка статьи · этапы, ошибки и управление
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Lagido Cristina, Nielsen Kristian, Kragh Gitte, Flohr Pascal, Bezuidenhout Louise, Brinkman Loek, Baini Agnese, Saviane Chiara, Salnikova Asya, Brandstetter-Kunc Adam, Consolini Giacomo, Correia Antónia, Moura Paula, Fedeli Maya, England Jonathan, Venkataraman Shanmugasundaram, Skarvøy Aslak, Konach Teodora, Taraj Borana, Koller Katharina, Marschalek Ilse, Schrammel Maria, Jurkovic Sanja, Macan Bojan, Vodopijevec Alen, Cahill Brian, Sevilla Andrea Giraldo, Pitrelli Nico, Spera Alessio Livio, Iasillo Claudia, Príncipe Pedro, De Lorenzo Noemi, Haklay Muki
Аннотация
METHODS: A mixed-methods approach was applied, combining desk research, surveys, semi-structured interviews, data workshops, and mutual learning events. In total, 571 training resources were identified and analysed across eight skill areas: Open Access; FAIR Data; Citizen Science; Research Integrity; Gender, Non-discrimination, and Inclusion; Dissemination and Exploitation; Science Communication; and Management and Leadership. A subset of resources was further evaluated using defined quality criteria.
RESULTS: The mapping reveals a fragmented and uneven training landscape, with a strong predominance of introductory-level resources and limited provision for intermediate and advanced learners. Training is often generic and lacks contextualisation, with gaps in inclusivity, multilingual provision, and local adaptation. Quality assessment highlights strengths such as modular design, open licensing, and the use of active learning approaches. However, recurring challenges include limited accessibility, unclear pathways for reuse, and difficulties in implementation and long-term sustainability. Key thematic gaps include intersectionality, policy engagement, supervision ethics, and the integration of indigenous and local knowledge.
CONCLUSIONS: Despite growing availability of training resources, significant gaps remain in scope, depth, and inclusivity. Addressing these challenges requires improved coordination, expansion of advanced and context-sensitive training, enhanced multilingual accessibility, and stronger integration into curricula and institutional practices to support sustainable Open RRI capacity building.