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means for ensuring that the teaching context continuously interact with the real-life social, ethical, regulatory, and economic aspects of R&I. It is crucial for RRI teaching that it manages to introduce and sustain interaction between the students and the societal and professional context in which they are situated. Using practical problems, cases, hands-on approaches, and real-life dilemmas as part of the course is a way of strengthening the linkage between students and their context. The importance of teaching about responsibility in a way which is emotionally engaging appears to be important. The role of the teacher and her/his relation to the group of students are matters of concern when teaching RRI. While a limited number of papers address this issue directly, the general message seems to be that it is useful to aim for non-hierarchical interaction between teacher and student. Instead of authoritative instruction, RRI teaching should embrace the kind of principles which are connected with understandings of responsibility, such as collective reflection. The teacher should play an active part in facilitating the collective processes, but the students and the teacher should work as co-inquirers in relation to the substantial issues at stake. A potential barrier to RRI teaching is constituted by the unequal weight which tends to be attributed to ‘facts’ and ‘values’ respectively when difficult or controversial techno-scientific issues are discussed. The perceived objective, scientific facts and storylines tend to take preeminence over the perceived subjective opinions, beliefs, and values, which are indispensable components of responsible research and technological development. RRI teaching activities should recognize this challenge and explicitly address it. Finally, a number of policy papers in particular emphasized the potential of e-learning platforms in relation to teaching and learning. Besides traditional online training programmes, there was a focus on data simulation. Such platforms could potentially be applicable to different RRI dimensions and especially support a better understanding of the societal aspect of research and innovation. Through data-simulation, students could be able to visualize some of the impacts of research and technological development.
On the whole, a limited number of the papers provide detailed and explicit insights into the main area of interest for HEIRRI, i.e. the teaching and learning contexts for RRI in higher education institutions. Still, many papers and projects hold significant information about issues related the concept of responsibility which might provide inspiration concerning the contents of courses on RRI, even if it lacks relevance regarding the teaching approaches and training formats. As an example, a significant amount of papers are focused on the concept of open access and specifically open data, and some of the elements might very well be taken up in curricula and in teaching practices in general. While these contributions do not develop specific educational tools, the papers presents interesting recommendations for future directions concerning data sharing practices which could increase transparency and accessibility to information in general. The same tends to be the case with regard to the EU projects covered by the review. A good share of