Teachers across the world highlight various key inquiry skills  for Responsible Research and Innovation

Equipping the next generation with knowledge skills and attitude for RRI through ENGAGE resources


“Resource very useful, it requires students to reflect on the progress of biology techniques and evaluate the pros and cons of its use.” 
Material: GM Decision  used on 16  March 2016  in Portugal Coimbra

“My students have enjoyed this activity over 2 lessons.  They have combined this with PSHE lessons to make a huge impact on their making decisions skills.  Thank you for this thought provoking activity.”
Material: E cigarettes used on 10 December 2016 in China, Qingdao

“Your resources are extremely useful! I think they are very appropriate to cause some responsible thinking!”
Material: Breaking News: 3 Parents used on 10 December 2016 in India, Mumbai

“Before becoming a teacher, I worked in biomedical research at my local medical university.  I worked on Salmonella typhi or Typhoid Fever.  I worked in a mouse model.  The typhoid bacillus is very cleaver and has lived with humans for 10 of thousands of years.  The extent typhoid can evade the immune system is amazing.  I saw typhoid bacillus living and reproducing inside a lymphocyte vacuole, innocuous to the chemicals being produced inside the vacuole.  Using a mouse model to study the extent and progression of the invasion of the bacteria is absolutely necessary, unless you know some humans willing to ingest typhoid for testing!  We were working on a new vaccine.  I support this kind of animal testing 100%
Material: Animal Testing used on  14 December 2016 in South Africa Cape Town

The students were extremely well engaged and responded very well to all the activities. Since I used this with a year 8 class I found that they did not engage very well  with the asthma information sheet. I found a great video explaining the symptoms of the disease instead. I also avoided playing the game and got the students discussing examples of each type of ethical thinking instead. I chose some students to give examples of the same and asked the rest of the class whether they would react in a similar way. This brought up a very lively discussion. I used the viewpoints sheet as a scaffold for lower ability writers and constructed a writing frame for an essay as the main assessment piece from the lesson.
Material: Animal Testing used on  24 September 2016 in London UK

“I and my group of graduate students in science education at Unesp – São Paulo State University (Brazil) welcome this report and considered very timely such an initiative of exploring science education linked to RRI principles through pedagogical approaches of socio-scientific issues. In fact, it seems that similar concepts of RRI are flourishing around the world, including programmes such as Pibid, in Brazil, which also encourages schools to engage in social projects. We will surely benefit from the report insights, which in a way responds to what we expect in terms of defining learning outcomes.”
Material:  Innovative Teaching for RRI report, used on October 2016 in Sao Paulo Brazil