DOI: 10.12688/openreseurope.23510.1 ISSN: 2732-5121

Training resources on open and responsible research and innovation (Open RRI): gaps, quality and opportunities to advance training

Cristina Lagido, Kristian Nielsen, Gitte Kragh, Pascal Flohr, Louise Bezuidenhout, Loek Brinkman, Agnese Baini, Chiara Saviane, Asya Salnikova, Adam Brandstetter-Kunc, Giacomo Consolini, Antónia Correia, Paula Moura, Maya Fedeli, Jonathan England, Shanmugasundaram Venkataraman, Aslak Skarvøy, Teodora Konach, Borana Taraj, Katharina Koller, Ilse Marschalek, Maria Schrammel, Sanja Jurkovic, Bojan Macan, Alen Vodopijevec, Brian Cahill, Andrea Giraldo Sevilla, Nico Pitrelli, Alessio Livio Spera, Claudia Iasillo, Pedro Príncipe, Noemi De Lorenzo, Muki Haklay
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Background Open Science (OS) and Responsible Research and Innovation (RRI) are increasingly converging under the concept of Open RRI, which integrates openness with inclusivity, responsibility, and societal engagement. Strengthening researcher skills in this area requires a clear understanding of existing training provision. This study presents findings from the Horizon Europe project PATTERN, which mapped and assessed Open RRI training resources across Europe. 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.

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