The EnRRICH project was developed to help embed RRI in higher education curricula. The focus therefore was to build the capacity of students and staff in higher education with a goal of developing their knowledge, skills and attitudes for RRI. Using the expertise of Science Shops the project focused on responding to the research needs of society as expressed by civil society organisations (CSOs). The first stage of the project identified a range of promising practices where elements of RRI were already embedded in academic curricula from different countries and disciplinary areas. Based on these practices, the first definition of RRI in academic curricula and a tool were developed to help educators (re)design curricula for RRI. Using this scoping for inspiration, project partners then implemented pilots where they trialled methods of embedding RRI in curricula in their own institutions. This trialing of teaching strategies and supporting of new Science Shops resulted in over 120 pilots. During these pilots, almost 6000 students participated through academic curricula with 230 CSOs. In total, 79 courses or programmes were delivered across 10 institutions in diverse disciplines. Learning from these pilots has been shared via www.enrrich.eu. Three new Science Shops were also established in Hungary, Lithuania and Spain, and support was provided for fledgling Science Shops outside the project. Policy Case Studies were undertaken which involved interviewing higher education policymakers in Germany, Hungary, Ireland, Italy, Spain and the UK. In addition, two policy roundtables were held, the second of which was held at the European Parliament, engaging key European and international policymakers. Policy briefs were produced which highlighted links between RRI and teaching and learning policy priorities.
EnRRICH concluded that engaging students in research with CSOs is vital to build capacity for the participation of citizens in research agendas. The interim evaluation of H2020 identified a need for innovation, collaboration and more impact through mission-orientation and citizen involvement in the FP. EnRRICH has demonstrated that embedding RRI in academic curricula can make a significant contribution to addressing this need. It has also concluded that the role of mediation mechanisms such as Science Shops is vital in supporting the work of educators and the participation of CSOs in RRI processes. RRI in higher education curricula and Science Shops are important in that they can help Europe respond to urgent problems by up-skilling early stage researchers in societal engagement and impact. Building higher education curricula to develop the capacity of young people to be engaged, collaborative, innovative and disruptive as both researchers and citizens is vital in helping to solve societal problems and address Sustainable Development Goals. Additionally, doing RRI through curricula helps build citizen involvement by engaging CSOs in research processes through student projects. This builds research capacity in CSOs, responds to their research questions and puts their concerns on the agenda of future researchers and academic staff, whilst producing impact through the research outputs and creating social change. There is an appetite amongst both educators and policymakers for further development of RRI in academic curricula, and the EnRRICH consortium has concluded that this is an area where further investment would reap significant results.
