The Embassy of Good Science - User contributions [en]

Instruction:Df8b7811-eaab-43f6-8a47-5a9174976299

2025-12-18T14:14:45Z

0000-0001-7124-9282:

{{Instruction
|Title=Just Transition (part one): Sustainability as a wicked problem
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering.

By the end of the module participants will be able to:

*'''Understand''' the wicked nature of sustainability and recognize the complexity of balancing environmental, social, and economic dimensions in engineering decisions.
*'''Apply''' transversal skills — Perspective Taking, Systems Thinking, and Negotiation — to analyze and solve complex sustainability challenges in engineering contexts.
*'''Evaluate''' material and design choices considering environmental impacts, societal wellbeing, and ethical responsibilities to promote sustainable engineering practices.
*'''Reflect''' on the broader responsibilities of engineers in creating solutions that are socially responsible, environmentally sound, and technically effective.
|Has Duration=0.35
|Important For=Early career researchers; Students; Students and young professionals
|Has Method=Individual learning
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|Is About=This Micromodule introduces sustainability as a wicked problem and highlights the importance of Perspective Taking, Systems Thinking, and Negotiation in engineering. Through interactive exercises, participants will evaluate environmental and social impacts, make informed material and design choices, and reflect on engineers’ broader responsibilities in creating sustainable solutions.
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|Instruction Step Title=Sustainability as a wicked problem
|Instruction Step Text=The purpose of this exercise is to facilitate an understanding of sustainability as a wicked problem. At the end of the video, some questions will help you reflect on what you have seen.
|Instruction Step Interactive Content=Resource:H5P-418
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|Instruction Step Title=Explore: Skills for Sustainable Problem-Solving.
|Instruction Step Text=<div>
After reading the text below, complete each blank by selecting the most appropriate word from the list provided. This activity is designed to help you reflect on how these skills contribute to addressing complex sustainability challenges and improving problem-solving in engineering contexts.
</div>
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|Instruction Step Title=Adopt perspective, think systematically, negotiate, be fair.
|Instruction Step Text=This final exercise helps you reflect on the role of engineers in promoting sustainability. Read each statement carefully and select True (T) or False (F). Consider environmental, social, and ethical impacts as well as the transversal skills—Perspective Taking, Systems Thinking, and Negotiation—you explored in previous activities. This activity reinforces your understanding of sustainable decision-making in engineering.
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|Has Virtue And Value=Efficiency; fairness; respect
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Instruction:3388606c-a826-4f93-984f-9e0052a0cde8

2025-12-10T12:11:33Z

0000-0001-7124-9282:

{{Instruction
|Title=Creating and communicating a sustainable research culture
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=In this micromodule participants will learn how to develop a tailored climate communication strategy for their research environment (department, group, project). They will explore practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture. Additionally, they will gain the skills to apply core sustainability values when planning and delivering events or conferences in their field. By the end of the module participants should be able to:

*'''Develop''' a tailored climate communication strategy for their research environment (department, group, project).
*'''Explore''' practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture.
*'''Apply''' core sustainability values when planning and delivering events or conferences in their field.
|Has Duration=0.35
|Important For=Research Performing Organisations (RPOs); Research funding agencies and organisations (RFOs); Researchers
|Has Method=Individual learning
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|Instruction Step Title=What is Climate Mainstreaming?
|Instruction Step Text=Read the slides carefully and learn about the concept of climate mainstreaming within organisations and the key steps required for its successful implementation.
|Instruction Step Interactive Content=Resource:H5P-450
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|Instruction Step Title=Quiz: Understanding Climate Mainstreaming
|Instruction Step Text=Answer the multiple-choice questions, based on the previously studied slideshow, and reflect on essential conditions, staff engagement strategies, communication tools, and fundraising approaches. This encourages you to engage in critical thinking on how climate actions can be embedded in organisational culture and daily practices.
|Instruction Step Interactive Content=Resource:H5P-451
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|Instruction Step Title=Think Green, Meet Clean
|Instruction Step Text=Read the slides carefully and reflect on how research conferences and events can be planned and conducted in an environmentally responsible way. You will explore practical strategies to reduce carbon emissions, minimize waste, and promote social and environmental sustainability while ensuring accessibility and inclusivity.
|Instruction Step Interactive Content=Resource:H5P-452
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|Instruction Step Title=T or F: Think Green, Meet Clean
|Instruction Step Text=Answer the following True/False questions based on your understanding of the text that was previously provided in the form of a slideshow.
|Instruction Step Interactive Content=Resource:H5P-453
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{{Tags
|Has Virtue And Value=Sustainability; justice; research climate
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Instruction:F8c5c27a-a74e-4625-bee4-b5dcd526997d

2025-12-10T12:10:11Z

0000-0001-7124-9282:

{{Instruction
|Title=From waste to wisdom: rethinking plastic waste management in the lab
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule enhances learners understanding of the role and importance of plastic waste recycling for a green and sustainable lab. By the end of the micromodule, learners should be able to:

*'''Identify''' different types of plastic materials in a lab.
*'''Describe''' actionable steps for managing and recycling plastics in a lab.
*'''Reflect''' on the challenges of developing a recycling pipeline for plastic waste in a lab.
|Has Duration=0.75
|Important For=Lab managers; Researchers; Students
|Has Method=Individual learning
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|Is About=Laboratories play a pivotal role in advancing science. However, they’re also significant sources of plastic waste, thereby contributing heavily to global plastic pollution. In 2015, a study estimated the amount of plastic waste produced in bioscience labs worldwide at 5.5 million tons (Urbina et al. 2015. ''Labs should cut plastic waste too''. Nature). Given the essential role of plastic products in wet-lab research, avoiding their use altogether may not be a practical option. Alternatively, plastic used in the lab can be recycled. This micromodule explores practical actions for reducing, managing, and recycling plastic waste in research environments. Whether you are a student, researcher or lab technician, you will gain actionable insights to make your workspace cleaner, greener, and more sustainable.
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|Instruction Step Title=Explore how to tackle the plastic waste problem in the lab
|Instruction Step Text=Laboratories consume a huge amount of plastic, the majority of which is single use, and not recycled. Green Labs Austria presents the problem of plastic waste from labs and gives guidelines on where to start in addressing the problem in a lab (Green Labs Austria, 2024. ''Pioneering sustainability in scientific research.'' ''MIT Science Policy Review''). Through a background study, they evaluate what plastic materials can be recycled, which ones can be replaced and how can plastic materials be recycled for greener labs ([https://www.youtube.com/watch?v=aojnkoh4fPA Tackling the plastic problem in the lab]).

'''Watch this video and familiarize yourself with the types of plastic materials used in labs which can be recycled or replaced as well as the steps involved in the setting up of a plastic recycling pipeline.'''
|Instruction Step Interactive Content=Resource:H5P-468
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|Instruction Step Title=Learn about the different types of plastic
|Instruction Step Text=Plastic is classified into seven main categories, each defined primarily by its distinct chemical properties.

'''To learn more about these categories, match the types of plastic with their descriptions'''.
|Instruction Step Interactive Content=Resource:H5P-473
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|Instruction Step Title=Sorting plastics smarter: Recyclable vs Replaceable
|Instruction Step Text=In the previous sessions, we learnt that plastics are not treated the same way. Some can be '''recycled''' and re‑entered into the production cycle, while others can be '''replaced''' with sustainable alternatives. Understanding this distinction is a main step toward reducing waste and making smarter plastics choices in the lab and beyond.

'''Here, you will explore which plastics can be recycled and/or replaced and available alternatives when replacement is the more responsible option.'''
|Instruction Step Interactive Content=Resource:H5P-489
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|Instruction Step Title=Final quiz
|Instruction Step Text=Gauge your knowledge on plastic waste management.
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|Instruction Step Title=Looking back to move forward
|Instruction Step Text=Well done! You have now learnt about various types (recyclable vs. replaceable) of plastics used in a lab setting and steps towards designing a plastic recycling pipeline for a more management of plastic wastes in a lab. It is obvious that the recycling pipeline suggested by Green Labs Austria has to be tailored to the specific conditions of each lab.

In sum, here are some guidelines that can be adopted for the successful development of a recycling pipeline: '''''(i) communication is key for enabling an easy and sensible sorting of plastic waste; (ii) recycling pipeline should be initially tested with a smaller group before being rolled out to a much larger group; (iii) strive for adaptability by substituting non-recyclable materials with recyclable alternatives.'''''

Moving forward, please use the questions below as a guide to reflect on your next steps.
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|Has Remarks='''Additional external resources'''

1. How we got started to recycle plastic in our lab” [[https://greenlabsaustria.at/blog/2020/02/05/freezer-experiments/ Blog - Green Labs]]

2. “How much can you recycle in a lab” [[https://www.youtube.com/watch?v=i_iKwAQMDTc How much can you recycle in a lab?]]

3. First pilot plant for recycling plastic lab waste [[https://www.youtube.com/watch?v=x4WnlmFnwbw University of Bath is home to UK’s first pilot plant for recycling plastic lab waste]]
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Instruction:F00721f3-6c64-4b3f-b35a-aa2ff4ef3373

2025-12-10T12:07:46Z

0000-0001-7124-9282:

{{Instruction
|Title=Directionality towards planetary stewardship: From disconnection to relational praxis
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.

By the end of this module, participants should be able to:

* '''Recognise''' the paradigm shift from extractivist/anthropocentric logics to relational, ecocentric orientations.
* '''Reflect''' on their own positionality and role as planetary stewards.
* '''Explore''' the role of emotion, compassion, and plural knowledge systems in transforming research and education practices.
* '''Identify''' actions to support inclusive, just, and relational planetary health education
|Has Duration=0.6
|Important For=Early career researchers; Ethics Committees and Review Boards; Supervisors and mentors; phd students; research students; researchers; students
|Has Method=Individual learning
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|Is About=This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.
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{{Instruction Step Trainee
|Instruction Step Title=Exploring the paradigm shift towards stewardship
|Instruction Step Text=Please read through the introductory PowerPoint presentation “From disconnection to planetary stewardship"
|Instruction Step Interactive Content=Resource:H5P-511
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{{Instruction Step Trainee
|Instruction Step Title=Planetary stewards: from disconnection to ecocentric and inclusive orientations
|Instruction Step Text=Please take 10 minutes to hover over the figure and explore the concepts (from → to) interactively.
|Instruction Step Interactive Content=Resource:H5P-512
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|Instruction Step Title=Reflexive Journaling
|Instruction Step Text=After exploring the image, consider the following guided reflection prompts
|Instruction Step Interactive Content=Resource:H5P-513
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|Has Virtue And Value=Accountability; Care; Good stewardship; Reflexivity; Respect
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Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f

2025-12-10T12:06:19Z

0000-0001-7124-9282:

{{Instruction
|Title=Just Transition (part two): Green Colonialism and Energy Justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces the idea of a just transition by looking at how climate solutions can unintentionally repeat old patterns of inequality. It focuses on the tension between climate justice and what some scholars call green colonialism. By the end of the micromodule, learners should be able to:

*'''Identify''' and '''distinguish''' key types of justice (e.g., recognition, spatial, distributive, epistemic, intergenerational) that shape environmental justice debates.
*'''Recognize''' how certain green initiatives overlook broader social and historical contexts.
|Has Duration=0.4
|Important For=Researchers
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|Is About=Through short podcasts and interactive activities, learners get familiar with different forms of justice – recognition, distributive, spatial, temporal and epistemic – and how these ideas show up in real environmental conflicts.

A central part of the module looks at the Saami experience with the Fosen wind project. The case shows how renewable energy initiatives, even when well-intended, can overlook indigenous rights if they are pushed forwards without proper consultation or consent.
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|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Open the podcast episode below.
|Instruction Step Interactive Content=Green transition or green colonialism? - SEI podcast
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|Instruction Step Title=Defining justices
|Instruction Step Text=Listen to: [2:16–4:00], [6:28–8:23]

Listen and pay attention to how Laura del Duca defines different types of justice.
|Instruction Step Interactive Content=Resource:H5P-524
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|Instruction Step Title=Case Study: The Saami and the Fosen Wind Farm
|Instruction Step Text=Listen to the podcast from 08:07 to 15:35 and answer the questions below
|Instruction Step Interactive Content=Resource:H5P-531
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Instruction:D0a94dfd-0df4-4668-b58b-3943f8c60e67

2025-12-10T12:05:29Z

0000-0001-7124-9282:

{{Instruction
|Title=The Environmental Cost of AI: What Can we do about it?
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on AI’s environmental impact. From energy-hungry data centers to e-waste and water use, this micromodule explores AI’s footprint and what people can do about it. Participants will explore both the opportunities and risks of AI in the environmental context and begin to imagine what a more sustainable AI future could look like. By the end of this micromodule, participants will be able to:

*'''Identify''' key environmental impacts of AI technologies
*'''Explain''' how AI’s infrastructure contributes to climate and environmental pressures
*'''Reflect''' on trade-offs and future governance needs regarding AI deployment
|Has Duration=0.5
|Important For=Citizen Scientists; Policy makers; students, researchers, and research ethics reviewers
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|Is About=Artificial Intelligence (AI) can be seen as a powerful tool to tackle sustainability challenges — but it also comes with hidden socio-environmental costs.
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|Instruction Step Title=The Environmental Footprint of AI: Understanding the Trade-offs
|Instruction Step Text=In this activity, you’ll explore the environmental impacts associated with AI technologies. Concerns include electricity use, water consumption, rare earth mining, and e-waste. Possible solutions and governance ideas are also explored. Interactive exercises to test your understanding are also included.
|Instruction Step Interactive Content=Resource:H5P-397
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|Instruction Step Title=Understanding the Systemic Impacts of Generative AI
|Instruction Step Text=This step explores the environmental impacts of generative AI across its lifecycle: from training, deployment, and inference to hardware and infrastructure.
|Instruction Step Interactive Content=Resource:H5P-400
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|Instruction Step Title=Making AI More Sustainable: What Are the Options?
|Instruction Step Text=In this step you’ll learn about the energy and resource demands of generative AI, as well as realistic strategies that reduce environmental impacts while maintaining performance.
|Instruction Step Interactive Content=Resource:H5P-404
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Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-12-10T12:04:09Z

0000-0001-7124-9282:

{{Instruction
|Title=Nature relations in research and innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. By the end of this micromodule, learners should be able to:

*'''Describe''' the advantages of NBS for research and innovation and differentiate from greenwashing.
*'''Reflect''' on a case study that applies multispecies thinking to urban design.
*'''Consider''' how you could apply these insights to your research and innovation projects.
|Has Duration=0.5
|Has Participants=1-20
|Important For=researchers
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|Is About=The Green Transition calls for more than technological change—it requires a reimagining of our relationship with the natural world. This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. NbS leverage ecosystems to address climate, biodiversity, and social challenges by working with natural processes. Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Together, these approaches can help foster more regenerative and just innovations. Through case studies and critical reflection, this micromodule equips learners to contribute to a Green Transition grounded in ecological and relational awareness.
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|Instruction Step Title=Become familiar with Nature Based Solutions
|Instruction Step Text=Nature-based solutions harness the power of ecosystems to tackle a wide range of pressing global challenges. By working with natural processes rather than against them, these approaches offer effective ways to mitigate and adapt to climate change, support biodiversity, and reduce the risks of natural disasters such as floods and wildfires. At the same time, they contribute to improved human health and well-being, while addressing social issues like inequality and access to green spaces. By restoring and protecting ecosystems, nature-based solutions provide holistic, sustainable responses to the interconnected crises we face today.

Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.
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|Instruction Step Title=Case study: In-Visible Moth Spells
|Instruction Step Text=What if innovation projects were designed with nature in mind? Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Designer Liina Lember explores how light pollution might be tackled from the perspective of another species. View the slideshow on “In-Visible Moth Spells” and notice how it makes you feel.
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Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1

2025-12-10T12:02:41Z

0000-0001-7124-9282:

{{Instruction
|Title=Technology and sustainability
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces learners to the often-overlooked environmental impacts of technology, from data centers and energy use to e-waste and rare earth mining. It presents two strategies for making technology more sustainable — by using technology to address environmental challenges (greening by technology), and by redesigning technology itself to reduce its environmental impact (greening of technology). Learners are then introduced to concrete principles for sustainable tech design and encouraged to reflect on how these concepts apply to their own field of research or practice. By the end of this micromodule, participants will be able to:

*'''Identify''' key environmental and climate impacts associated with technology.
*'''Distinguish''' between “greening by technology” and “greening of technology.”
*'''Apply''' practical design principles for more sustainable technology.
*'''Reflect''' on how sustainability considerations apply to their own research or innovation practices.
*'''Evaluate''' the ethical and social implications of sustainable technology choices
|Has Duration=0.5
|Important For=Students; innovation hubs; researchers
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|Instruction Step Title=The Environmental Impact of Physical Devices
|Instruction Step Text=Our phones and devices seem small and portable — but their environmental footprint is massive. This short article explores how technology products affect the environment throughout their lifecycle: from extraction of rare minerals to their disposal as e-waste.
|Instruction Step Interactive Content=Resource:H5P-408
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|Instruction Step Title=The Environmental Cost of Software and Online Services
|Instruction Step Text=We rarely think about the environmental cost of streaming a movie, joining a video call, or downloading a podcast— but the digital world runs on data centers that use huge amounts of energy, water, and land.
|Instruction Step Interactive Content=Resource:H5P-409
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|Instruction Step Title=Greening Tech — What and How
|Instruction Step Text=There are two complementary approaches through which technology can contribute to sustainability:

*Greening by Tech: using technology to enable sustainable solutions (e.g., climate monitoring, carbon tracking, energy-efficient transportation).
*Greening of Tech: making the technologies themselves — including software, cloud, and hardware — more sustainable and energy-efficient.

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Instruction:730cb733-bc5a-4f97-b235-1a00a30c8815

2025-12-10T12:00:59Z

0000-0001-7124-9282:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Citizen Scientists; Doctoral students; Postdocs; Science communicators; Students
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|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
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|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz.
|Instruction Step Interactive Content=Resource:H5P-433
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|Instruction Step Title=Conversation cards
|Instruction Step Text=The climate conscious methodology matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible''', but still do high-quality research
*'''Respect local people and ecosystems'''

*'''Build trust''' through careful planning and honest communication
*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps, five card deks are presented each of them addresses a different methodological component:

* Assessment and measurement strategies
* Data evaluation and interpretation
* Ethical issues and scientific integrity
* Communication of research findings

Have a look at how to use the cards by clicking on the link below.
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|Instruction Step Title=Card Deck - for students and citizen scientists (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''Rebuilding with Dignity: A Community Research Project After Flooding'''

'''What happened?'''

Heavy floods hit a neighbourhood called ''Las Marismas'', on the edge of a Mediterranean city. The area is low-lying and often gets flooded. This time, more than '''1,500 people''' had to leave their homes. The hardest hit were people living in informal houses near the river, including '''undocumented migrants''', '''single mothers''', and '''older residents'''.

'''How do people feel?'''

Many people in the neighbourhood '''don’t trust local authorities or researchers'''. In the past, they were promised help that never came. Some say they’ve been treated unfairly or only used for data in research projects without seeing any real benefits.

'''What is the new project about?'''

A group of researchers from different countries is working on a project funded by the '''EU Green Deal programme'''. The goal is to '''co-create low-cost solutions''' to make the area more prepared for future floods. They want to work '''with''' the community, not just study them.

The project includes:

*'''Better early-warning systems''' for floods,
*'''Nature-based solutions''' to help manage water (like green spaces or plant-based barriers),
*'''New ways of making decisions''' that include the voices of local people.

'''Who is involved?'''

The team includes:

*'''Environmental engineers''' (they study flooding and infrastructure),
*'''Social scientists''' (they look at community and behaviour),
*'''Public health researchers''' (they study health risks), and
*'''Local facilitators''' (people who help connect researchers and residents).

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-435
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-436
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-437
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-438
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for students and citizen scientists (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-439
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Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2025-12-10T11:59:26Z

0000-0001-7124-9282:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. It uses conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] on responsible research framework for ‘climate change-conscious methodologies. Applying the concepts mentioned in these cards to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges. By the end of this module, you should be able to:

* '''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.
* '''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Community Advisory Boards; Ethics committee members; Principal investigators; Research Ethics Experts; Researchers; Researchers, Research Ethics Communities and Research Integrity Offices; Scientists; Trainers; Undergraduate trainers; reserach integrity offices
}}
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{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation.
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=How to use the conversation cards
|Instruction Step Text=The climate-conscious methodologies matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research.
In the following steps 5 deks of cards are presented. Each of them addresses the following methodological components:

*Research design
*Assessment and measurement strategies
*Data evaluation and interpretation
*Ethical issues and scientific integrity
*Communication of research findings

Have a look at how to use the cards by clicking on the link below.
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the '''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-441
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-442
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-443
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-444
}}
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Instruction:250d2fdb-27a6-4db5-98c2-0a0aed891c9f

2025-12-10T11:58:14Z

0000-0001-7124-9282:

{{Instruction
|Title=Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions. the end of this micromodule, participants should be able to:

* '''Identify''' and '''reflect''' on intersectional dimensions (e.g. gender, race, class, disability) in climate and health research.
* '''Explore''' how power and privilege operate in environmental and health research design and policy influence.
* '''Formulate''' more inclusive and socially just research questions using reflexive prompts.
|Has Duration=0.65
|Important For=Citizen Scientists; Early career researchers; Master students; PhD Students; researchers; students
|Has Method=Individual learning
}}
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{{Instruction Perspective Trainee
|Is About=This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why critical reflection is needed: core concepts behind the question cards
|Instruction Step Text=Please go through the summary PowerPoint presentation about the rationale for incorporating gender, health, and climate dimensions together.

These themes (gender and social positioning, health equity, climate justice, reflexivity, and intersectionality) help uncover hidden power dynamics in research.

The goal is not to memorise definitions, but to reflect on how these issues relate to their own research.
|Instruction Step Interactive Content=Resource:H5P-504
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect individually - Incorporating gender, health, and climate justice in your research: A reflexive question card exercise
|Instruction Step Text=After the presentation, reflect on the following:

* Which of these four themes feels most relevant to your current research or study field?
* Can you identify a research decision (e.g., topic, method, interpretation) that might be shaped by your own position or assumptions?
* What is one insight or discomfort you experienced during the slides?
|Instruction Step Interactive Content=Resource:H5P-505
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflexive inquiry into research framing
|Instruction Step Text=This activity helps uncover blind spots in conventional research approaches by encouraging reflexivity and intersectional thinking.

The goal is to reflect on one’s own positionality and framing, not to produce right answers, but to surface assumptions and expand accountability.
|Instruction Step Interactive Content=Resource:H5P-509
}}
{{Instruction Step Trainee
|Instruction Step Title=Building equity-driven research questions
|Instruction Step Text=Based on your previous reflections please revise or formulate a research question that integrates intersectional awareness.
|Instruction Step Interactive Content=Resource:H5P-510
}}
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{{Tags
|Has Virtue And Value=Accountability; Care; Gender Equality; Reflexivity; Respect; Sustainability; justice
}}

Instruction:F6a872b6-7de2-4a3a-8ee1-f4243469d96f

2025-12-10T11:53:08Z

0000-0001-7124-9282:

{{Instruction
|Title=Just Transition (part two): Green Colonialism and Energy Justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodules introduces the idea of a just transition by looking at how climate solutions can unintentionally repeat old patterns of inequality. It focuses on the tension between climate justice and what some scholars call green colonialism. By the end of the micromodule, learners should be able to:

* '''Identify''' and '''distinguish''' key types of justice (e.g., recognition, spatial, distributive, epistemic, intergenerational) that shape environmental justice debates.
* '''Recognize''' how certain green initiatives overlook broader social and historical contexts.
|Has Duration=0.4
|Important For=Researchers
}}
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|Is About=Through short podcasts and interactive activities, learners get familiar with different forms of justice – recognition, distributive, spatial, temporal and epistemic – and how these ideas show up in real environmental conflicts.

A central part of the module looks at the Saami experience with the Fosen wind project. The case shows how renewable energy initiatives, even when well-intended, can overlook indigenous rights if they are pushed forwards without proper consultation or consent.
}}
{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Open the podcast episode below.
|Instruction Step Interactive Content=Green transition or green colonialism? - SEI podcast
}}
{{Instruction Step Trainee
|Instruction Step Title=Defining justices
|Instruction Step Text=Listen to: [2:16–4:00], [6:28–8:23]

Listen and pay attention to how Laura del Duca defines different types of justice.
|Instruction Step Interactive Content=Resource:H5P-524
}}
{{Instruction Step Trainee
|Instruction Step Title=Case Study: The Saami and the Fosen Wind Farm
|Instruction Step Text=Listen to the podcast from 08:07 to 15:35 and answer the questions below
|Instruction Step Interactive Content=Resource:H5P-531
}}
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Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2025-12-10T11:50:48Z

0000-0001-7124-9282:

{{Instruction
|Title=Ethics of care and human-nature relations
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule introduces the ethics of care and its relevance for research. By the end of this micromodule participants should be able to:

* '''Understand''' core ethics of care concepts and their basis in feminist and indigenous philosophies
* '''Identify''' care-based practices in your own research setting
* '''Propose''' strategies for strengthening care-based and environmentally aware practices in your own research and research setting.
|Has Duration=1
|Important For=All stakeholders in research; PhD Students; Researchers; Senior researchers
|Has Method=Individual learning
}}
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{{Instruction Step Trainee
|Instruction Step Title=Learn about care ethics
|Instruction Step Text=Watch this short video introducing ethics of care (or care ethics).

'''Video'''
|Instruction Step Interactive Content=Resource:H5P-517
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect about the 5 phases of care in your research
|Instruction Step Text=Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your

research design or a specific phase of your research.

For inspiration you can look at this article where a research group describes in detail how

they have integrate the and reflected upon the 5 phases of care in their research.

[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
|Instruction Step Interactive Content=Resource:H5P-518
}}
{{Instruction Step Trainee
|Instruction Step Title=Extending care responsibilities to the environment
|Instruction Step Text=As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.

This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.

The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.

According to Whyte and Cuomo (2016) indigenous conceptions of care include:

1) the importance of one’s awareness of their own place within a web of different

connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles);

2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities;

3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices;

4) the will to restore people and communities wounded by injustices by rebuilding

relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss;

5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.

These conceptions of care align with the idea that in indigenous knowledge, care

responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.

Watch the video below:
|Instruction Step Interactive Content=Resource:H5P-506
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Extending kinship relationships to Nature
|Instruction Step Text=Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).

This view is defined by Gauthier et al. as “Kincentric ecology”:
|Instruction Step Interactive Content=Resource:H5P-516
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen and reflect: “Acts of Care in Microplastics Science”
|Instruction Step Text=Now that we have learned about care ethics and the way which in care has been conceptualized and enacted by indigenous environmental movements let’s look at a particular story brough to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.
|Instruction Step Interactive Content=Resource:H5P-520
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.

Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.

Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.

Gilligan, C. 1982. In a different voice: Psychological theory and women&#39;s development. Harvard University Press.

Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.

2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.

<nowiki>https://doi.org/10.1057/s41296-021-00515-8</nowiki>.

Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.

<nowiki>https://doi.org/10.1080/23251042.2025.2484479</nowiki>

Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.

Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.

Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous

and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.

Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den

Hoven, M., <nowiki>&</nowiki>amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. <nowiki>https://doi.org/10.1177/17470161241231268</nowiki>

Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.

Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.

Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and

rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.

doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.
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Instruction:E865c6f6-f3df-4725-b4cf-dd589daa8fd8

2025-12-10T11:47:09Z

0000-0001-7124-9282:

{{Instruction
|Title=Planetary health, human well-being and environmental justice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. By the end of the module, participants should be able to:

*'''Explain''' how environmental degradation affects human health through the framework of planetary boundaries
*'''Identify''' the disproportionate effects of climate change on different populations.
*'''Reflect''' on the ethical implications of environmental injustices.
*'''Relate''' the concept of planetary health to research responsibilities.
|Has Duration=0.75
|Important For=Citizen Scientists; Ethics Committees and Research Institutions; Researchers; Students
|Has Method=Individual learning
}}
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|Is About=This introductory micromodule explores the concept of Planetary Health as a framework linking human well-being with the state of natural systems. Through an animated video and guided reflection, participants will examine how human activities have breached planetary boundaries, exacerbating health inequalities and environmental injustices. The module fosters ethical awareness and encourages learners to consider sustainability as a foundational principle of responsible research and innovation.
}}
{{Instruction Step Trainee
|Instruction Step Title=Exploring planetary health
|Instruction Step Text=In this activity we explore planetary health through animation
|Instruction Step Interactive Content=Resource:H5P-359
}}
{{Instruction Step Trainee
|Instruction Step Title=What do we mean by “justice” in planetary health?
|Instruction Step Text=In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.

Justice asks us to reflect on questions such as:

*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?

Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.'''
}}
{{Instruction Step Trainee
|Instruction Step Title=Key concepts in planetary health
|Instruction Step Text=Match the key concepts in planetary health to their descriptions.
|Instruction Step Interactive Content=Resource:H5P-360
}}
{{Instruction Step Trainee
|Instruction Step Title=Ethics and action
|Instruction Step Text=How can we act according to our values?
|Instruction Step Interactive Content=Resource:H5P-361
}}
{{Instruction Step Trainee
|Instruction Step Title=What can we do to mitigate the risk, adapt, and restore planetary health?
|Instruction Step Text=Planetary health is not only a diagnostic concept but also a call to action. You will now explore concrete pathways on mitigation, adaptation, and restoration, as well as the ethical and justice-oriented shifts required to reframe how we promote health and well-being.
|Instruction Step Interactive Content=Resource:H5P-362
}}
{{Instruction Step Trainee
|Instruction Step Title=Final planetary health quiz
|Instruction Step Text=Test your knowledge!
|Instruction Step Interactive Content=Resource:H5P-363
}}
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{{Tags
|Has Virtue And Value=Accountability; Care; Respect
}}

Instruction:46351c66-8276-40bf-84da-8cac974a02aa

2025-12-10T11:44:36Z

0000-0001-7124-9282:

{{Instruction
|Title=Applying ecofeminist ethics to research practice
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule provides an introduction to Ecofeminist Ethics and its relevance for research. A completing this module, learners will be able to:

* '''Understand''' the role of ecofeminist principles in research;
* '''Apply''' relevant ecofeminist principles to various research dilemmas.
|Has Duration=0.3
|Important For=Early-career researchers (PhD students, post-docs); Research Ethics Committees; Researchers; Students and young researchers
}}
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|Is About=Ecofeminist theories highlight how the structures that create the climate crisis and social inequality are intertwined; therefore, research that wishes to properly unpack these systems must address them together. However, ecofeminist theory can often remain abstract or theoretical when we think of applying it to research practice. By breaking down ecofeminism to highlight the tools it can provide to rethink our research on both the human and non-human, this module provides concrete examples of research dilemmas and how they may be overcome with ecofeminist principles.
}}
{{Instruction Step Trainee
|Instruction Step Title=Understanding ecofeminist principles
|Instruction Step Text=We will begin with an interactive book on ecofeminist principles. Click through four of the ecofeminist principles for research to learn more about their background! Fill in the blanks to complete the paragraphs.
|Instruction Step Interactive Content=Resource:H5P-481
}}
{{Instruction Step Trainee
|Instruction Step Title=Refect: Ecofeminist Research Dilemmas
|Instruction Step Text=<div>
Next, click through the various ecofeminist research dilemmas and choose how you would respond to them. There is no right or wrong answer ''per se'', you can also go through this multiple times to see different outcomes. This is just to get you thinking about various research dilemmas and the principles discussed above!
</div>
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|Has Remarks=Now you have a brief interaction to feminist research processes! Whilst these four principles are by no means all encompassing, we hope they have provided entry points for being more reflective and transformative within research ethics.
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Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-10T11:42:25Z

0000-0001-7124-9282:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micro module introduces five ethical principles central to environmental ethics and asks learners to apply them to research practice.

*'''Describe''' five key ethical principles related to Environmental Justice and their implications for research practice: ''1) Leave No One Behind; 2) Do No Significant Harm (DNSH); 3) Precautionary Principle; 4) Polluter Pays Principle; 5) Informed consent''
*'''Apply''' each principle to one’s own research practice.
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|Is About=Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
|Instruction Step Text=In this activity, first you will watch the video “5 Ethical Principles”, which introduces core principles of climate env environmental ethics, relevant for research and innovation. Afterwards, you can note down which principles are most relevant in your research.
|Instruction Step Interactive Content=Resource:H5P-498
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|Instruction Step Title=Environmental justice in practice
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Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-10T11:41:28Z

0000-0001-7124-9282:

{{Instruction
|Title=Addressing environmental justice in research & innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micro module introduces five ethical principles central to environmental ethics and asks learners to apply them to research practice.

*'''Describe''' five key ethical principles related to Environmental Justice and their implications for research practice: 1) Leave No One Behind; 2) Do No Significant Harm (DNSH); 3) Precautionary Principle; 4) Polluter Pays Principle; 5) Informed consent

*'''Apply''' each principle to one’s own research practice.

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|Is About=Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
|Instruction Step Text=In this activity, first you will watch the video “5 Ethical Principles”, which introduces core principles of climate env environmental ethics, relevant for research and innovation. Afterwards, you can note down which principles are most relevant in your research.
|Instruction Step Interactive Content=Resource:H5P-498
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{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Having watched the video, you will apply the ethical principles to your own research practices using interactive prompt cards.
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Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74

2025-12-10T11:39:48Z

0000-0001-7124-9282:

{{Instruction
|Title=Introduction to environmental justice
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*'''Understand''' the concept of environmental justice
*'''Recognize''' how environmental harms and benefits are often distributed unequally across different communities.
*'''Reflect''' on the responsibility researchers hold in shaping sustainable and fair outcomes and how disparities may arise within the context of their own research or professional practice.
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|Is About=This micro-module introduces the concept of '''environmental justice''' and explores how environmental harms and benefits are often distributed unequally across different communities. It encourages participants to reflect on the '''responsibility''' they hold in shaping sustainable and fair outcomes. Through a questionnaire and stakeholder mapping, learners will explore how '''environmental and social inequalities''' can emerge in their own work.
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|Instruction Step Title=Environmental justice in practice
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|Instruction Step Title=Assess your own research
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{{Instruction Step Trainee
|Instruction Step Title=Map Stakeholders
|Instruction Step Text=Environmental justice does not only invite us to reflect on "what" is affected by research but also "who" is affected, and who has power to shape decisions. In this activity we will engage in an exercise to '''identify''' and explore the '''stakeholders''' connected to your research. This will help you better understand who is affected by your work and in what ways. The Rainbow Diagram will be used to classify stakeholders based on their proximity and influence. The closer a stakeholder is placed to the center, the more directly they are affected by the research or have influence over it.
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Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-09T12:29:36Z

0000-0001-7124-9282:

{{Instruction
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|Instruction Goal=This micro module introduces five ethical principles central to environmental ethics and asks learners to apply them to research practice.

* '''Describe''' five key ethical principles related to Environmental Justice and their implications for research practice:

# Leave No One Behind
# Do No Significant Harm (DNSH)
# Precautionary Principle
# Polluter Pays Principle
# Informed consent

* '''Apply''' each principle to one’s own research practice.

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|Is About=Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.
}}
{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
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|Instruction Step Interactive Content=Resource:H5P-498
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|Instruction Step Text=Having watched the video, you will apply the ethical principles to your own research practices using interactive prompt cards.
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Instruction:Dc7e4584-b6f9-4289-a6f5-f308340eda74

2025-12-09T12:16:59Z

0000-0001-7124-9282:

Guide:F09d96da-448d-4e4b-99cb-612231b0b993

2025-12-08T13:38:30Z

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Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2025-12-08T13:20:36Z

0000-0001-7124-9282:

{{Instruction
|Title=Ethics of care and human-nature relations
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=By the end of this micromodule participants should be able to:

1) Understand core ethics of care concepts and their basis in feminist and indigenous philosophies

2) Identify care-based practices in your own research setting

3) Propose strategies for strengthening care-based and environmentally aware practices in your own research and research setting.
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{{Instruction Step Trainee
|Instruction Step Title=Learn about care ethics
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'''Video'''
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{{Instruction Step Trainee
|Instruction Step Title=Reflect about the 5 phases of care in your research
|Instruction Step Text=Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your

research design or a specific phase of your research.

For inspiration you can look at this article where a research group describes in detail how

they have integrate the and reflected upon the 5 phases of care in their research.

[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
|Instruction Step Interactive Content=Resource:H5P-518
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{{Instruction Step Trainee
|Instruction Step Title=Extending care responsibilities to the environment
|Instruction Step Text=As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.

This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.

The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.

According to Whyte and Cuomo (2016) indigenous conceptions of care include:

1) the importance of one’s awareness of their own place within a web of different

connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles);

2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities;

3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices;

4) the will to restore people and communities wounded by injustices by rebuilding

relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss;

5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.

These conceptions of care align with the idea that in indigenous knowledge, care

responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.

Watch the video below:
|Instruction Step Interactive Content=Resource:H5P-506
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Extending kinship relationships to Nature
|Instruction Step Text=Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).

This view is defined by Gauthier et al. as “Kincentric ecology”:
|Instruction Step Interactive Content=Resource:H5P-516
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen and reflect: “Acts of Care in Microplastics Science”
|Instruction Step Text=Now that we have learned about care ethics and the way which in care has been conceptualized and enacted by indigenous environmental movements let’s look at a particular story brough to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.
|Instruction Step Interactive Content=Resource:H5P-520
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.

Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.

Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.

Gilligan, C. 1982. In a different voice: Psychological theory and women&#39;s development. Harvard University Press.

Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.

2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.

<nowiki>https://doi.org/10.1057/s41296-021-00515-8</nowiki>.

Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.

<nowiki>https://doi.org/10.1080/23251042.2025.2484479</nowiki>

Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.

Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.

Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous

and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.

Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den

Hoven, M., <nowiki>&</nowiki>amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. <nowiki>https://doi.org/10.1177/17470161241231268</nowiki>

Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.

Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.

Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and

rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.

doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.
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Instruction:80fa8990-1fa1-4aac-8fca-fef85a054a22

2025-12-08T13:19:12Z

0000-0001-7124-9282:

{{Instruction
|Title=Care ethics and environmental ethics
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=By the end of this micromodule participants should be able to:

1) Understand core ethics of care concepts and their basis in feminist and indigenous philosophies

2) Identify care-based practices in your own research setting

3) Propose strategies for strengthening care-based and environmentally aware practices in your own research and research setting.
|Has Duration=1
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|Has Method=Individual learning
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{{Custom TabContent Trainee Open}}
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|Instruction Step Title=Learn about care ethics
|Instruction Step Text=Watch this short video introducing ethics of care (or care ethics).

'''Video'''
|Instruction Step Interactive Content=Resource:H5P-517
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect about the 5 phases of care in your research
|Instruction Step Text=Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your

research design or a specific phase of your research.

For inspiration you can look at this article where a research group describes in detail how

they have integrate the and reflected upon the 5 phases of care in their research.

[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
|Instruction Step Interactive Content=Resource:H5P-518
}}
{{Instruction Step Trainee
|Instruction Step Title=Extending care responsibilities to the environment
|Instruction Step Text=As we learned in step 1 care ethics values interconnectedness, interdependence, and rejects the individualistic rational autonomy, typical of the colonial wester perspective.

This way of understanding human relationship and of centering care responsibilities at the core of human flourishing was brought forward by feminist scholars and lies at the core of many indigenous practices and knowledges, where the interdependence among being and the reciprocal responsibilities that connect humans, the natural environment, including water and other beings, is recognized.

The concept of “care” is integrated in the discourse and practices of indigenous environmental movements and provide important paradigms for caring as part of environmental ethics.

According to Whyte and Cuomo (2016) indigenous conceptions of care include:

1) the importance of one’s awareness of their own place within a web of different

connections (including humans, non-human beings and entities, and collectives (e.g., forests, seasonal cycles);

2) the understanding of moral connections as including relationships of interdependence that motivate reciprocal responsibilities;

3) the valorization of skills and virtues, such as the wisdom of grandparents and elders, attentiveness to the environment, and indigenous stewardship practices;

4) the will to restore people and communities wounded by injustices by rebuilding

relationships that can generate responsibilities pertinent to the environmental challenges such as biodiversity loss;

5) the conception of political autonomy as involving the protection of the right to serve as responsible stewards of lands and the environment.

These conceptions of care align with the idea that in indigenous knowledge, care

responsibilities extend to nature and the environment. This is exemplified by the concept of kinship (i.e. the bond that exists between members of a group, often a family, based on which relationships, social structures, rights, obligations, and expectations are determined) which in indigenous traditions extends to the place we live in, including nature, animals and the elements which sustain life. In this view, kinship, is not merely a status (defined belonging to a certain group) but an action, and in particular the reciprocal care that members of the kinship exercise for each other.

Watch the video below:
|Instruction Step Interactive Content=Resource:H5P-506
}}
{{Instruction Step Trainee
|Instruction Step Title=Reflect: Extending kinship relationships to Nature
|Instruction Step Text=Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).

This view is defined by Gauthier et al. as “Kincentric ecology”:
|Instruction Step Interactive Content=Resource:H5P-516
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen and reflect: “Acts of Care in Microplastics Science”
|Instruction Step Text=Now that we have learned about care ethics and the way which in care has been conceptualized and enacted by indigenous environmental movements let’s look at a particular story brough to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.
|Instruction Step Interactive Content=Resource:H5P-520
}}
{{Instruction Step Trainee
|Instruction Step Title=References
|Instruction Step Text=Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.

Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.

Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.

Gilligan, C. 1982. In a different voice: Psychological theory and women&#39;s development. Harvard University Press.

Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.

2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.

<nowiki>https://doi.org/10.1057/s41296-021-00515-8</nowiki>.

Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.

<nowiki>https://doi.org/10.1080/23251042.2025.2484479</nowiki>

Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.

Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.

Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenous

and Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.

Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van den

Hoven, M., <nowiki>&</nowiki>amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. <nowiki>https://doi.org/10.1177/17470161241231268</nowiki>

Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.

Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.

Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene and

rethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.

doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.
}}
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Resource:86081665-70a2-47b2-869e-d3ee84a92e9f

2025-12-08T12:38:42Z

0000-0001-7124-9282:

{{Resource
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|Title=The TRUST Code - a Global Code of Conduct for Equitable Research Partnerships
|Has Related Initiative=Initiative:20d0f01c-dfe3-4e28-950e-0f34bbc25010
|Is About=This code of conduct promotes ethical research in lower-income countries by advising on how to prevent so-called ‘ethics dumping’: the practice of performing unethical research in lower-income countries.
|Important Because=Research should be done ethically, regardless of the setting it takes place in. Research participants in lower-income countries may be more vulnerable to exploitation due to their social-economic situation. Initiatives such as this code of conduct aim to help achieve the same ethical standards in research in both higher and lower-income countries.

 
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Instruction:Bf8dec21-abe8-4329-aca6-7a08f33b623a

2025-12-01T13:57:46Z

0000-0001-7124-9282:

{{Instruction
|Title=Addressing environmental justice in research & innovation
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'''Analyze''' the environmental implications of research through the lens of ethical principles related to Environmental Justice:

* Leave No One Behind
* Do No Significant Harm (DNSH)
* Precautionary Principle
* Polluter Pays Principle
* Informed consent
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'''Apply''' each principle to research practice by responding to questions that prompt critical reflection.
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|Is About=Building on the Introduction to Environmental Justice module, this micromodule introduces four key principles: Leave no one behind, the Do No Significant Harm (DNSH), the Polluter Pays Principle, the Precautionary Principle and informed consent. The aim is to help participants integrate justice-oriented thinking into their research and innovation practices.
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{{Instruction Step Trainee
|Instruction Step Title=Explore ethical principles
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{{Instruction Step Trainee
|Instruction Step Title=Environmental justice in practice
|Instruction Step Text=Having watched the video, you will apply the ethical principles to your own research practices using interactive prompt cards.
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Initiative:D5766ffe-0791-4f23-982e-e9e0df38c67b

2025-10-27T12:48:52Z

0000-0001-7124-9282:

{{Initiative
|Title=PRO-RES
|Image=PRO-RES.png
|Has Link=https://prores-project.eu/
|Is About=Researchers, policymakers, and regulators face numerous challenges when it comes to conducting responsible research and innovation across various fields. These challenges encompass ethical practices, regulatory inconsistencies and data protection legislation complexities. With this in mind, the EU-funded PRO-RES project aims to provide a comprehensive, flexible and durable guidance framework. Designed to cover a wide range of non-medical sciences, this framework will offer practical solutions complying with the highest research ethics and integrity standards. By incorporating successful examples and best practices, PRO-RES will establish strong links with existing projects, contributing to post-2020 European strategic funding policy and promoting responsible research engagements. Ultimately, this initiative will empower policymakers to make more effective use of non-medical scientific research information.
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Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c

2025-10-20T14:13:40Z

0000-0001-7124-9282:

{{Instruction
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|Instruction Step Title=Transformative Research, Part 1: Storytelling & Solidarity
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{{Instruction Step Trainee
|Instruction Step Title=Transformative Research, Part 2: Emotions & Justice
|Instruction Step Text=How can we connect knowledge with action in pursuit of more just futures?

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{{Instruction Step Trainee
|Instruction Step Title=Myths and Rituals: Art-Science, Sustainable Tech, and Degrowth
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Instruction:2ca0469a-4ffe-4810-bf04-c5816844a37c

2025-10-20T14:09:07Z

0000-0001-7124-9282:

Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-10-20T13:57:13Z

0000-0001-7124-9282:

{{Instruction
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|Instruction Goal=The Green Transition calls for more than technological change—it requires a reimagining of our relationship with the natural world. This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. NbS leverage ecosystems to address climate, biodiversity, and social challenges by working with natural processes. Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Together, these approaches can help foster more regenerative and just innovations. Through case studies and critical reflection, this micromodule equips learners to contribute to a Green Transition grounded in ecological and relational awareness.

By the end of this micromodule, you should be able to:

# List the advantages of NBS for research and innovation and differentiate from greenwashing.
# Reflect on a case study that applies multispecies thinking to urban design.
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Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.
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|Instruction Step Title=Case study: In-Visible Moth Spells
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Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-10-20T13:56:28Z

0000-0001-7124-9282:

{{Instruction
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By the end of this micromodule, you should be able to:

# List the advantages of NBS for research and innovation and differentiate from greenwashing.
# Reflect on a case study that applies multispecies thinking to urban design.
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|Instruction Step Title=Case study: In-Visible Moth Spells
|Instruction Step Text=What if innovation projects were designed with nature in mind? Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Designer Liina Lember explores how light pollution might be tackled from the perspective of another species. Watch the video / view the slideshow on “In-Visible Moth Spells” and notice how it makes you feel.
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Guide:E98d279c-c16f-462a-8c64-5535b0f070c8

2025-10-20T12:50:32Z

0000-0001-7124-9282:

{{Guide
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Guide:E98d279c-c16f-462a-8c64-5535b0f070c8

2025-10-20T12:46:26Z

0000-0001-7124-9282:

{{Guide
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Instruction:8b253f14-5253-4279-9463-ec2ba8ae3b66

2025-10-20T12:45:25Z

0000-0001-7124-9282: Created page with "{{Instruction |Title=The PREPARED Seesaw: a Digital Public Engagement Initiative |Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278 |Instruction Goal=The..."

{{Instruction
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|Has Related Initiative=Initiative:50e236b6-b669-4c30-8c7c-837267f44278
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|Instruction Step Title=Make and reflect on decisions related to pandemic ethics
|Instruction Step Text=Users of the Seesaw experience making a decision, related to the pandemic, which involves trade-offs. For instance, where human challenge trials are approved with potentially life-saving accelerations in vaccine development, healthy participants might accept possibly fatal risks. Users make a choice between two alternative options (represented as the two extremes of a seesaw) and hear about the arguments for each option through prerecorded video clips.
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Guide:E98d279c-c16f-462a-8c64-5535b0f070c8

2025-10-20T10:58:15Z

0000-0001-7124-9282:

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Guide:E98d279c-c16f-462a-8c64-5535b0f070c8

2025-10-20T10:47:19Z

0000-0001-7124-9282:

{{Guide
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Guide:9be51836-2baf-4e5c-aa97-c83ae701e91e

2025-10-20T10:36:44Z

0000-0001-7124-9282: Created page with "{{Guide |Title=VERITY Scenario-Building Training for Effective Implementation of Recommendations |Has Related Initiative=Initiative:2f79d227-8b35-4500-bd2c-7dc6df8dbb0d |Guide..."

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|Guide Goal=The Scenario-Building Training aims to make VERITY’s Recommendations for Fostering Trust in Science more actionable and transformative, supporting their clarity, relevance and feasibility. The training offers a step-by-step methodological tool for exploring how specific recommendations from the VERITY can be applied in real-life individual, institutional or policy contexts.

It can also be used outside the VERITY project, as a flexible resource for exploring the practical implementation of recommendations in other contexts.
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Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-10-07T13:42:43Z

0000-0001-7124-9282:

{{Instruction
|Title=Nature Relations in Research and Innovation
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=The Green Transition calls for more than technological change—it requires a reimagining of our relationship with the natural world. This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. NbS leverage ecosystems to address climate, biodiversity, and social challenges by working with natural processes. Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Together, these approaches can help foster more regenerative and just innovations. Through case studies and critical reflection, this micromodule equips learners to contribute to a Green Transition grounded in ecological and relational awareness.

By the end of this micromodule, you should be able to:

# List the advantages of NBS for research and innovation and differentiate from greenwashing.
# Reflect on a case study that applies multispecies thinking to urban design.
# Consider how you could apply these insights to your research and innovation projects.
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|Instruction Step Title=Become familiar with Nature Based Solutions
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Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.
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|Instruction Step Title=Case study: In-Visible Moth Spells
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Instruction:9b5b6402-1f9c-4433-b431-def307d04db0

2025-10-07T11:25:04Z

0000-0001-7124-9282: Created page with "{{Instruction |Title=Nature Relations in Research and Innovation |Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a |Instruction Goal=The Green Transition..."

{{Instruction
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|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=The Green Transition calls for more than technological change—it requires a reimagining of our relationship with the natural world. This micromodule introduces Nature-Based Solutions (NbS) and Multispecies Thinking as key frameworks for sustainable and inclusive research and innovation. NbS leverage ecosystems to address climate, biodiversity, and social challenges by working with natural processes. Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Together, these approaches can help foster more regenerative and just innovations. Through case studies and critical reflection, this micromodule equips learners to contribute to a Green Transition grounded in ecological and relational awareness.

By the end of this micromodule, you should be able to:

# List the advantages of NBS for research and innovation and differentiate from greenwashing.
# Reflect on a case study that applies multispecies thinking to urban design.
# Consider how you could apply these insights to your research and innovation projects.
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|Instruction Step Title=Become familiar with Nature Based Solutions
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Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.
}}
{{Instruction Step Trainee
|Instruction Step Title=Case study: In-Visible Moth Spells
|Instruction Step Text=What if innovation projects were designed with nature in mind? Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Designer Liina Lember explores how light pollution might be tackled from the perspective of another species. Watch the video / view the slideshow on “In-Visible Moth Spells” and notice how it makes you feel.
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Resource:2c29dd9a-3eb9-4ca5-b78d-a952e51945e1

2025-10-06T08:13:59Z

0000-0001-7124-9282: Created page with "{{Resource |Resource Type=Education |Title=EQIPD E-learning: The principles of rigour and robustness in animal experiments |Has Related Initiative=Initiative:97f2558f-b351-4f8..."

{{Resource
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|Title=EQIPD E-learning: The principles of rigour and robustness in animal experiments
|Has Related Initiative=Initiative:97f2558f-b351-4f82-a3dd-e205437458d3
|Is About=The EQIPD consortium developed a Quality System for preclinical research to boost innovation. The consortium have developed a series of open and freely available modules in the course: EQIPD E-learning course “The principles of rigour and robustness in animal experiments”
|Important For=researchers conducting animal experiements
}}
{{Link
|Has Link=https://go-eqipd.org/resources/eqipd-e-learning/
}}
{{Related To}}
{{Tags}}

Resource:F958f656-8789-4a3f-9f27-eabc3521fd55

2025-10-06T08:09:44Z

0000-0001-7124-9282: Created page with "{{Resource |Resource Type=Guidelines |Title=Embedding a comprehensive ethical dimension to organoid-based research and relating technologies (Policy brief) |Has Related Init..."

{{Resource
|Resource Type=Guidelines
|Title=Embedding a comprehensive ethical dimension to organoid-based research and relating technologies (Policy brief)
|Has Related Initiative=Initiative:Ab4a81b0-9339-4ea3-9c17-d0f3923d2b3d
|Is About=This policy brief offers recommendations for future policy documents on organoids and organoid research, deriving from a series of deliberative workshops organised in order to explore attitudes, values and perspectives on organoid research among representatives from the general public, patients, donors, vulnerable groups and CSOs.
|Important For=Research Ethics Committees; Policy makers; researchers
}}
{{Link
|Has Link=https://hybrida-project.eu/wp-content/uploads/2022/12/HYBRIDA_D8.4_1st-Policy-brief_final.pdf
}}
{{Related To}}
{{Tags}}

Instruction:2048c80f-44be-43e8-bf19-d9012c1208ba

2025-10-06T07:11:28Z

0000-0001-7124-9282:

{{Instruction
|Title=Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers)
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=This micromodule focuses on the intersection of climate justice, community collaboration, and citizen science in research and innovation. Participants will use conversation cards inspired by [https://wires.onlinelibrary.wiley.com/doi/epdf/10.1002/wcc.933 Valeria Berseth and Angeline Letourneau's (2024)] responsible research framework for ‘climate change-conscious methodologies. Applying these concepts to practical scenarios, the module encourages reflection on research methodologies that prioritize affected communities, foster fairness, and address shifting vulnerabilities in climate-related challenges.

By the end of this module, you should be able to:

'''Evaluate''' different approaches to research design in terms of fairness, inclusivity, and responsiveness to underrepresented communities.

'''Apply''' responsible research methods in citizen science or community engagement in climate-affected contexts.
|Has Duration=0.8
|Important For=Community Advisory Boards; Ethics committee members; Principal investigators; Research Ethics Experts; Researchers; Researchers, Research Ethics Communities and Research Integrity Offices; Scientists; Trainers; Undergraduate trainers; reserach integrity offices
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction to the climate-conscious methodology matrix
|Instruction Step Text=Please go through the PowerPoint presentation
|Instruction Step Interactive Content=Resource:H5P-432
}}
{{Instruction Step Trainee
|Instruction Step Title=Mini quiz (climate-conscious methodology matrix)
|Instruction Step Text=Please complete the multiple answers mini quiz
|Instruction Step Interactive Content=Resource:H5P-433
}}
{{Instruction Step Trainee
|Instruction Step Title=Conversation cards
|Instruction Step Text='''What is it about?'''

This matrix helps researchers, students, and citizen scientists make ethical and responsible decisions in research. It is especially useful when working with climate-related impacts (such as floods, heatwaves, or droughts), with vulnerable or affected communities.

The tool encourages you to '''ask good questions''' throughout all stages of your research (from the early design to communication of results) and helps you adapt your methods while keeping fairness, safety, and community needs at the centre.

'''Why is this important?'''

In a changing climate, traditional research methods may not work or may cause harm. Communities may be under stress. Researchers may face risks. By using the matrix, you can:

*'''Stay flexible,''' but still do high-quality research
*'''Respect local people and ecosystems'''
*'''Build trust''' through careful planning and honest communication

*'''Support climate justice''' by including affected voices in all stages of research
|Instruction Step Interactive Content=Resource:H5P-434
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Research design)
|Instruction Step Text='''Use you own research''' to reflect on the cards questions

OR use the

'''CASE STUDY EXAMPLE:'''

'''"Rebuilding with Dignity: Participatory Research in a Flooded Neighbourhood"'''

'''Context:'''

In the aftermath of devastating flash floods in the peri-urban district of ''Las Marismas'', located on the low-lying outskirts of a Mediterranean city, a European research consortium '''initiates a climate adaptation project'''. The floods displaced over 1,500 residents, disproportionately affecting undocumented migrants, single mothers, and elderly locals who had settled in informal housing near riverbeds. Many residents feel abandoned by local authorities and express mistrust toward institutions, citing past experiences with extractive research and failed development promises.

The '''research project''', funded under the EU’s Green Deal programme''', aims to co-develop low-cost, community-led solutions for urban flood resilience'''. It includes both social and infrastructural components, such as local early-warning systems, nature-based stormwater management, and inclusive governance models. The research team comprises environmental engineers, social scientists, public health researchers, and local facilitators.

'''Imagine you are part of the team involved in this research.''' Your task is to '''use the cards to anticipate and address potential ethical and methodological challenges''' throughout the project.

For each card, use the scenario to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-440
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Assessment + Measurement strategies)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-441
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Data evaluation and interpretation)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-442
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Ethical issues and scientific integrity)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-443
}}
{{Instruction Step Trainee
|Instruction Step Title=Card Deck - for researchers and ethic reviewers (Communication of research findings)
|Instruction Step Text=Use you own research to '''reflect on the cards''' questions

OR use the scenario described above to:

*'''Reflect''' on how the question applies in this setting.
*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).
*'''Propose''' a climate-just, community-informed course of action.
|Instruction Step Interactive Content=Resource:H5P-444
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
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{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags}}

Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3

2025-09-30T12:47:28Z

0000-0001-7124-9282:

{{Instruction
|Title=05 - REalistiC Decisions: A Method for Analysing Cases in Research Ethics and Research Integrity
|Has Related Initiative=Initiative:D14a3557-5127-472f-b915-deef19eab422
|Instruction Goal=Members of The Embassy of Good Science have developed a set of six user-friendly, accessible methods for analysing research ethics and research integrity cases.

These methods have been identified, adapted and presented so that they can be appropriated by all users, without prior philosophical knowledge, in local contexts.
|Has Requirements=The key aim for the case analysis method described here is that it can be appropriated by all users, without prior philosophical knowledge, in local contexts.

In order to apply this method in the analysis of specific cases, it is advised that RECs, RIOs and IRBs engage with the regulatory frameworks and normative standards that apply to their respective organizations in the form of codes of ethics, codes of conduct, funding body standards and, if applicable, broader national and international research ethics and research integrity regulatory documents.
|Has Duration=2
|Important For=Administrators; Ethics committee members; Research Ethics Committees; Research Integrity Officers; Researchers
|Has Method=Case analysis method; Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=[http://www.reviewingresearch.com/realistic-decisions-making-judgements-in-committee/ REalistiC Decisions] is a case analysis method proposed by [https://uk.linkedin.com/in/hugh-davies-61029750 Hugh Davies] MB BS, Research Ethics Advisor for the Health Research Authority (‘HRA’) and former Consultant Paediatrician at Oxford University Hospitals.

Although intended to be a procedure for reviewing research ethics proposals, it is flexible enough to be used to analyse research integrity cases.<ref>Davies H. REalistiC Decisions: making judgements in review (and design). [Online]. <nowiki>http://www.reviewingresearch.com/realistic-decisions-making-judgements-in-committee/</nowiki>. Accessed 10 March 2019.</ref>
<references />
|Important Because=The method is founded on the idea that each member of a research ethics committee (‘REC’), research integrity office (‘RIO’) or institutional review board (‘IRB’) will deliberate based on their initial views and beliefs about a particular case.

The purpose is to move from individual opinions to the underlying reasons for those opinions in order turn ‘I think’ claims regarding a particular case into ‘We agree’ judgments.
[[File:REalistiC Decisions Case Analysis Diagram.png|thumb]]
This procedure is only part of the process of coming to decisions about individual cases. Although the procedure helps members of RECs, RIOs and IRBs to shape and share their deliberations, it cannot make the decision for them.<ref>Davies H. How we can make better decisions in review and design of research using a simple ethics model. ''Journal of Medical Ethics: Blog''. [Online]. <nowiki>https://blogs.bmj.com/medical-ethics/2018/10/11/how-we-can-make-better-decisions-in-review-and-design-of-research-using-a-simple-ethics-model/</nowiki>. Published 18 October 2019. Accessed 10 March 2019.</ref><ref>Davies H. REalistiC Decisions: making judgements in review (and design). [Online]. <nowiki>http://www.reviewingresearch.com/realistic-decisions-making-judgements-in-committee/</nowiki>. Accessed 10 March 2019.</ref><ref>Davies H. Moral engineering - how we can improve research review with a simple ethics decision making model. [Online]. <nowiki>http://www.reviewingresearch.com/wp-content/uploads/2018/08/A-model-to-help-resolve-differences180828forRR.pdf</nowiki>. Accessed 10 March 2019.</ref>
<references />
|Has Practical Tips=A case analysed by this method is openly available on the Zenodo repository and can be accessed using the following link: https://doi.org/10.5281/zenodo.5035520
}}
{{Instruction Step Trainee
|Instruction Step Title=Identify and Clarify the Issue
|Instruction Step Text=Produce a synopsis of the case

 

*Only include the facts of the case
*If the issue is ambiguous, then attempt to clarify what issue or set of issues are at stake
}}
{{Instruction Step Trainee
|Instruction Step Title=Early View (‘What do I think?’)
|Instruction Step Text=Once an issue has been identified and clarified, the next step is to ask:

 

*"What do I think?"

When formulating an Early View, I need to:

 

*Know when I can and can’t rely on this Early View;
*Ensure my view does not prejudice against diverging opinions.
}}
{{Instruction Step Trainee
|Instruction Step Title=What are My Reasons for Thinking This?
|Instruction Step Text=Once I have formed my Early View, the next step is to ask:

 

*"What are my reasons for thinking this?"

When formulating these reasons, I need to:

 

*Assess the strengths and weaknesses of the reasons for my view.
}}
{{Instruction Step Trainee
|Instruction Step Title=Communicate My Early View
|Instruction Step Text=Communicate my Early View and associated reasons to the rest of the committee
}}
{{Instruction Step Trainee
|Instruction Step Title=Listen to and Recognise the Early Views and Associated Reasons of All Other Members of the Committee
|Instruction Step Text=Is there disagreement between members of the committee?

 

*On which issues and views do we disagree?
*What reasons are given that either support or undermine my Early View?
}}
{{Instruction Step Trainee
|Instruction Step Title=Review My Early View
|Instruction Step Text=Review my Early View and associated reasons by addressing each of the following themes and questions:

'''Normative Standards'''

''"How do normative frameworks help us?"''

In order to answer this question, we need:

 

*A basic knowledge of the appropriate regulations that apply to the issue;
*To be able to use these regulations to analyse our Early View;
*To revise our Early View and to provide reasons for any revisions.

'''Experience'''

''"How have we approached this issue before?"''

In order to answer this question, we need:

 

*To access past decisions;
*To compare past cases and the current case and determine whether previous decisions are relevant;
*To use disagreement to develop new standards for guiding future considerations;
*To be able to explain why, if relevant, we haven’t followed such precedent.

'''Expertise'''

''"What expertise has been applied to this before?"''

To answer this question, we need to:

 

*Access independent expert review;
*Access an up-to-date library of authoritative guidance;
*Balance guidance documents and judge the relative authority of guidance documents;
*Provide reasons if our decisions run contrary to guidance.

'''Empathy'''

''"What views and opinions do other parties have?"''

We turn to the views of those with a legitimate interest in the case (for example, the accused, the complainant, individuals involved with the case, and the public).

To answer this question, we need to:

 

*Identify all those with an interest in the case and see it ‘through their eyes’;
*Recognize limitations to our empathy;
*Confirm or refute any ‘empathy-based decisions’ using answers to the other questions listed above;

'''Evidence'''

''"What evidence is there on this issue?"''

We turn to any published research concerning similar cases. However, we need to be careful when forming prescriptive conclusions based on factual premises. After all, the quality of the evidence may be questionable and there may be significant normative and factual differences between the case in question and situations discussed in published research.

In order to answer this question, we need:

 

*To locate, assess, and apply published evidence;
*To recognize the proper place of facts when making judgments;
*To encourage published research on research integrity and research ethics.

'''Expediency'''

''"What is possible or realistic in the circumstances?"''

We need to ensure that we have not interpreted the case against sets of unrealistic standards. Expediency is built on a realistic evaluation of research constraints and consequences and imposes proportionate and realistic conditions.

In order to answer this question, we need to:

 

*Understand and accommodate realistic standards when assessing the case;
*Judge when expediency is adequate justification;
*Balance expediency and fair standards when forming a judgment about a case.

'''Escape'''

''"How can we manage this problem of our disagreement?"''

In order to answer this question, we might be required to:

 

*Agree to disagree (if it will not affect the final judgment);
*Seek elaboration on any of the answers to the questions listed above;
*Vote on a set of judgments;
*Consider alternatives.
}}
{{Instruction Step Trainee
|Instruction Step Title=Develop an Informed Judgment
|Instruction Step Text=Having addressed all the themes and associated questions in the previous step, I now need to come up with an Informed Judgment.

To come up with my Informed Judgment, I should be aware that:

 

*Answering each question in the previous step leads to reasons to justify (or refute) a position;
*No single answer can provide a firm base for judgment;
*My Informed Judgment will involve balancing the answers to the different questions.
}}
{{Instruction Step Trainee
|Instruction Step Title=Reach a Consensus with Other Members of the Committee
|Instruction Step Text=In order for our committee to reach a consensus regarding a specific case:

 

*I must share my Informed Judgment and associated reasons with the rest of the committee;
*Listen to and recognise the Informed Judgments and associated reasons of all other members of the committee.

The final step is to deliberate and debate with our fellow committee members.

 

*If we all agree, then the decision is made and little needs to be done, although, from time to time, we should critique our views;

*If we fail to obtain a consensus, we can ask for further involvement from interested parties ("Empathy"), outside advice and deliberation ("Expertise") and/or new research ("Evidence").
}}
{{Instruction Remarks Trainee
|Has Remarks=By following the instructions, a user will be able to:

*Analyse specific research ethics and research integrity cases;
*Understand and explain the process by which they came to their judgment regarding a particular case;
*Identity and explain their reasons for their judgment.

In addition, by following the instructions, a research ethics committee ('REC'), research integrity office ('RIO') or institutional review board ('IRB') will be able to:

*Facilitate the analysis of research ethics and research integrity cases in accordance with an explicit procedure;
*Involve its members in structured deliberation and debate regarding a particular case in accordance with an explicit procedure;
*Generate a consensus regarding a specific case.
}}
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{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Theme=Theme:65e6f304-51e2-4e41-93d3-e48518248b39; Theme:13ae94da-15d6-426f-8f6e-9134fb57e267; Theme:0953795c-fb38-4080-a56f-fe503c4875bd; Theme:D1477512-52a3-48a3-8ab6-72404cef4ab4; Theme:9ac8c1db-f98b-41ee-858d-a8c93a647108
|Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80; Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e; Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c; Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd; Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741
}}
{{Tags
|Has Virtue And Value=Accountability; Fairness; Respect; Responsibility; Transparency
|Has Good Practice And Misconduct=Academic Responsibility of University; Allegations of misconduct; Communication; Complaints procedure; Ethical Dilemma; Good Practice; Institutional Responsibilities; Investigation; Misconduct Investigations; Research Misconduct Investigation
}}

Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd

2025-09-30T12:47:06Z

0000-0001-7124-9282:

{{Instruction
|Title=04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity
|Has Related Initiative=Initiative:D14a3557-5127-472f-b915-deef19eab422
|Instruction Goal=Members of The Embassy of Good Science have developed a set of six user-friendly, accessible methods for analysing research ethics and research integrity cases.

These methods have been identified, adapted and presented so that they can be appropriated by all users, without prior philosophical knowledge, in local contexts.
|Has Requirements=The key aim for the case analysis method described here is that it can be appropriated by all users, without prior philosophical knowledge, in local contexts.

In order to apply this method in the analysis of specific cases, it is advised that RECs, RIOs and IRBs engage with the regulatory frameworks and normative standards that apply to their respective organizations in the form of codes of ethics, codes of conduct, funding body standards and, if applicable, broader national and international research ethics and research integrity regulatory documents.
|Has Duration=2
|Important For=Ethics committee members; Research Integrity Officers; Research integrity trainers; Researchers
|Has Method=Case analysis method; Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=Moral Case Deliberation (MCD) aims to combine reflection on concrete cases with procedures to foster moral learning. In MCD in health care settings, patients, family members and health care staff discuss a moral question. MCD can be regarded as a form of Clinical Ethics Support (CES) or REC assessment in health care and biomedical research, helping health care professionals to reflect on their actual ethical questions and reasoning, and to find answers in acute cases. MCD is about listening and asking the right questions, rather than convincing the other, and postponing one’s own judgements in the interests of being open to other viewpoints.

The validity and reliability of knowledge claims and moral judgments are constructed and examined within the practice itself. In the end, the reliability and validity of the judgments are determined in experience and in the practice of daily life. The MCD facilitator or the MCD participants can refer to existing theories and concepts, as well as existing normative frameworks (such as policies, laws, professional codes etc.). The point is, however, that ethical issues are not defined beforehand, but are derived from practice.

In MCD, the moral problem under consideration is always a concrete moral issue, experienced by one of the participants. This issue is presented as a case (for example, concerning a treatment decision with an individual patient). The case is analysed not by applying general moral concepts or principles but by investigating the values and norms of the stakeholders. In a MCD, different viewpoints are examined. The initial aim is not to decide which perspective or answer is right, but to ask open and critical questions in order to elaborate assumptions behind the perspective and find out how they are applicable to the case at hand.[[#%20ftn1|[1]]]
----[[#%20ftnref1|[1]]] Stolper M, Molewijk B, Widdershoven G. Bioethics education in clinical settings: theory and practice of the dilemma method of moral case deliberation. ''BMC Med Ethics'' 2016;17(1):45.
|Important Because=Though MCD is primarily designed to examine clinical cases, given that many research ethics deliberations – e.g. the work of RECs when assessing research protocols – take place before the research in question, this methodology could be used to assess research ethics dilemmas as well. Also, an MCD can be undertaken by a single individual – for example, by considering ‘imaginary’ research ethics committees and other stakeholders as part of a ‘virtual’ deliberation. Since such imaginary and empathy-based techniques are considered to be important aspects of our ethical thinking – in thought experiments, for example – MCD might be a useful tool for such assessments.
|Has Practical Tips=A case analysed by this method is openly available on the Zenodo repository and can be accessed using the following link: https://doi.org/10.5281/zenodo.5035533
}}
{{Instruction Step Trainee
|Instruction Step Title=Introduction
|Instruction Step Text=During the first step, the aim and procedure of MCD is explained by the facilitator. The facilitator addresses issues such as the nature of MCD, the context surrounding the MCD, the aim of the meeting, mutual expectations (e.g. open and honest communication) and the steps in the method.
}}
{{Instruction Step Trainee
|Instruction Step Title=Presentation of the case
|Instruction Step Text=This step focuses on the experience of the case presenter. The presenter is asked to describe a concrete personal situation in which he or she experienced the moral issue at stake. The case presenter is asked to provide a short but thick description of the facts of the situation. Facts can include the ‘feelings’ he or she experienced since feelings can be a useful indicator of the moral discomfort of the presenter and can often implicitly refer to certain values.
}}
{{Instruction Step Trainee
|Instruction Step Title=Formulating the moral question and the dilemma
|Instruction Step Text=In this step, the case presenter’s underlying moral question is made explicit. By formulating his/her moral question, the other participants can better understand what is at stake and what (morally) matters for the case presenter. Furthermore, to make the moral question more concrete, the case presenter is asked to formulate the situation in terms of a dilemma: what are the concrete choices available in this situation?
}}
{{Instruction Step Trainee
|Instruction Step Title=Clarification in order to place oneself in the situation of the case presenter
|Instruction Step Text=The fourth step aims to foster a clear understanding of the situation so that participants can ‘put themselves in the shoes’ of the case presenter. Clarification aims to (re)construct as clearly as possible the situation presented by the case presenter in order to investigate the moral dilemma. Within MCD, participants try to answer the dilemma with which the case presenter is faced.
}}
{{Instruction Step Trainee
|Instruction Step Title=Analyzing the case in terms of perspectives, values and norms
|Instruction Step Text=The participants make a list of the relevant stakeholder perspectives, and, for each perspective, identify the values related to the dilemma and the possible actions that realize a specific value (we call this value a ‘norm’). The analysis of the perspective of the case presenter will lead to the identification of values and norms that support or undermine different options.
}}
{{Instruction Step Trainee
|Instruction Step Title=Looking for alternatives
|Instruction Step Text=The aim of this step is to brainstorm in order to get a view on possible courses or actions which lie beyond the dilemma.
}}
{{Instruction Step Trainee
|Instruction Step Title=Making an individual choice and making explicit one’s considerations
|Instruction Step Text=This step involves the formulation of the personal views, values, norms, arguments and choices in relation to the case. The participants express their own views of what they consider to be right.The facilitator might ask the participants to individually address the following points:

a) It is morally justified that I choose option … (A, B or an alternative).

b) Because of…. (which value or norm?)

c) Despite of…. (which value or norm?)

d) How can you limit the damage of your choice mentioned under (c)?
}}
{{Instruction Step Trainee
|Instruction Step Title=Dialogical inquiry
|Instruction Step Text=In this step, similarities and differences between the individual considerations are examined. Sometimes, two participants make a different choice based on the same value. Alternatively, participants may choose the same option based on different values or norms. Identifying similarities and differences may lead to better understanding and a better insight of what is at stake in a specific case.
}}
{{Instruction Step Trainee
|Instruction Step Title=Conclusion
|Instruction Step Text=In this step, participants are invited to draw conclusions and develop a plan for action. The facilitator returns to the moral question formulated at the start of the MCD and asks the group to make explicit their conclusions. Reaching consensus is not necessary; the conclusion can also be that there is a plurality of ideas with different practical implications.
}}
{{Instruction Step Trainee
|Instruction Step Title=Evaluation
|Instruction Step Text=Lastly, learning experiences and the outcome are evaluated.
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
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{{Instruction Perspective Trainer}}
{{Instruction Remarks Trainer}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed; Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80; Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e; Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c; Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3; Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741
}}
{{Tags
|Has Virtue And Value=Accountability; Fairness; Honesty; Resepct; Transparency
}}

Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c

2025-09-30T12:46:36Z

0000-0001-7124-9282:

{{Instruction
|Title=03 - Four Quadrant Approach: A Method for Analysing Cases in Research Ethics and Research Integrity
|Has Related Initiative=Initiative:D14a3557-5127-472f-b915-deef19eab422
|Instruction Goal=Members of The Embassy of Good Science have developed a set of six user-friendly, accessible methods for analysing research ethics and research integrity cases.

These methods have been identified, adapted and presented so that they can be appropriated by all users, without prior philosophical knowledge, in local contexts.
|Has Requirements=The key aim for the case analysis method described here is that it can be appropriated by all users, without prior philosophical knowledge, in local contexts.

In order to apply this method in the analysis of specific cases, it is advised that RECs, RIOs and IRBs engage with the regulatory frameworks and normative standards that apply to their respective organizations in the form of codes of ethics, codes of conduct, funding body standards and, if applicable, broader national and international research ethics and research integrity regulatory documents.
|Has Duration=2
|Important For=Ethics committee members; Research Integrity Officers; Research integrity trainers; Researchers
|Has Method=Case analysis method; Individual learning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=In a collaborative effort, three clinical ethicists, a philosopher, Jonsen, a physician, Siegler, and a lawyer, Winslade, developed the ‘four quadrant approach’ (‘4QA’) for dealing with difficult cases in clinical settings.[[#%20ftn1|[1]]] The process can be viewed as an “ethics workup,” similar to the “History and Physical” skills that all medical students come to use when learning how to “workup” a patient’s primary complaints.

The full procedure of the 4QA involves three stages and a list of distinctive steps:

#The first stage identifies and describes our initial perception of the case;
#The second involves the four quadrants (medical indications, patient preferences, quality of life, contextual features) and the identification of information relevant to a given quadrant;
#The third involves the application of case-based reasoning to identify and justify the best course of action.

----[[#%20ftnref1|[1]]] Jonsen A, Siegler M, Winslade W. Clinical ethics: a practical approach to ethical decisions in clinical medicine. Mc-Graw Hill, 6th edition, 2010.

[[#%20ftnref2|[2]]] http://depts.washington.edu/bioethx/tools/cesumm.html
|Important Because=While this method has deep philosophical roots, what clinicians like about it is the ease with which it fits with how we normally think about tough medical cases.[[#%20ftn1|[1]]]
----[[#%20ftnref1|[1]]] http://depts.washington.edu/bioethx/tools/cesumm.html
|Has Practical Tips=A case analysed by this method is openly available on the Zenodo repository and can be accessed using the following link: https://doi.org/10.5281/zenodo.5035537
}}
{{Instruction Step Trainee
|Instruction Step Title=STAGE 1: Initial Perception
|Instruction Step Text=The user should attend to some general questions in order to identify relevant aspects and major characteristics of the situation:

*What are the morally relevant facts?
*What are the ethical or moral issues at stake in this case?
*Who are the stakeholders?
*What particular normative standards in pertinent regulatory documents apply to the case?
*What possible courses of action are available?
*What are the predictable effects of each action?
*Which set of possible outcomes seem to be better?
}}
{{Instruction Step Trainee
|Instruction Step Title=STAGE 2: The Four Quadrant Analysis
|Instruction Step Text=#'''Relevant Facts''': What are the most relevant facts concerning the situation?
#'''Uncertainties''': Which features of the situation are uncertain, lacking in clarity, or controversial?
#'''Courses of Action''': What are the practically available options for providing a solution to the case?
#'''Contextual Features''': What legal, financial and institutional policies and regulations apply to the case?
}}
{{Instruction Step Trainee
|Instruction Step Title=STAGE 3: Casuistic Reasoning and Justification
|Instruction Step Text=Once the details of a case have been outlined according to the four quadrants, there are a series of questions that should be considered:

 

*What is at issue? Try to list what is the major ethical issue at the case, e.g researchers’ dishonesty, negligent conduct, informed consent, rules of data collection etc.)
*Where is the conflict? Is there a conflict between principles of research or principles of research integrity? (e.g. autonomy, justice, beneficence or between honesty, reliability and respect for colleagues)
*What is this a case of? Does it sound like other cases you may have encountered? (e.g. Is it a case of "self-plagiarism", “fabrication of data in a grant application” or “low risk research involving humans without a valid informed consent”?)
*What do we know about other cases like this one? Is there clear precedent? If so, we call this a paradigm case. A paradigm case is one in which the facts of the case are very clear cut and there has been much professional and/or public agreement about resolution of the case.
*How is the present case similar to the paradigm case? How is it different? Is it similar (or different) in significant ways?
}}
{{Instruction Remarks Trainee
|Has Remarks=The original version of the 4QA was developed to deal with clinical decisions involving patients and dilemmas or conflicts within the doctor-patient relationship.[https://embassy.science/wiki-wiki/index.php/Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c#_ftn1 <nowiki>[1]</nowiki>] Therefore, there is little room for developing, altering or adapting the method even in clinical settings.[https://embassy.science/wiki-wiki/index.php/Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c#_ftn2 <nowiki>[2]</nowiki>] Moreover, the four quadrants are said to be responsive to the four principles of biomedical ethics, specifically, autonomy, beneficence, non-maleficence and justice. This is a normative framework originally developed for biomedicine.

Here, we have adapted the “original version” to test its applicability in different research ethics and research integrity scenarios.

The basic structure and the general decision-making procedure embedded in the 4QA approach seem to be adaptable to any cases where various options for decision-making need to be assessed and clarified.

In adapting the 4QA, the aim is to enable a focused discussion around normative standards pertinent to research ethics and research integrity, leading to the application of case-based reasoning to the facts of the particular case at hand.

Consequently, the four quadrants of the procedure have been revised so that they not only are responsive to the regulatory frameworks and normative standards that apply to a user’s respective organization in the form of codes of ethics, codes of conduct, and, if applicable, broader national and international research ethics and research integrity codes, but can be applied to non-clinical settings to deal with cases in research ethics and research integrity.
----[https://embassy.science/wiki-wiki/index.php/Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c#_ftnref1 <nowiki>[1]</nowiki>] Sokol DK. The “four quadrants” approach to clinical ethics case analysis; an application and review. J Med Ethics. 2008;34(7):513-516.

[https://embassy.science/wiki-wiki/index.php/Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c#_ftnref2 <nowiki>[2]</nowiki>] Schumann JH, Alfandre D. Clinical ethical decision making: the four topics approach. Semin Med Pract 2008;11:36–42.
}}
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|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed; Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80; Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e; Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd; Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3; Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741
}}
{{Tags
|Has Virtue And Value=Accountability; Fairness; Honesty; Respect; Transparency
}}

Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e

2025-09-30T12:45:50Z

0000-0001-7124-9282:

{{Instruction
|Title=02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity
|Has Related Initiative=Initiative:D14a3557-5127-472f-b915-deef19eab422
|Instruction Goal=Members of The Embassy of Good Science have developed a set of six user-friendly, accessible methods for analysing research ethics and research integrity cases.

These methods have been identified, adapted and presented so that they can be appropriated by all users, without prior philosophical knowledge, in local contexts.
|Has Requirements=The key aim for the case analysis method described here is that it can be appropriated by all users, without prior philosophical knowledge, in local contexts.

In order to apply this method in the analysis of specific cases, it is advised that RECs, RIOs and IRBs engage with the regulatory frameworks and normative standards that apply to their respective organizations in the form of codes of ethics, codes of conduct, funding body standards and, if applicable, broader national and international research ethics and research integrity regulatory documents.
|Has Duration=2
|Important For=Research Ethics Committees; Research Integrity Officers; Researchers
|Has Method=Case analysis method; Individual learning
}}
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{{Instruction Perspective Trainee
|Is About=The Seven Steps Method is a checklist developed to assist with ethical decision making. The method involves responding to the following seven “what” questions:

 

*What are the facts?
*What are the ethical issues?
*What are the alternatives?
*What are the stakeholders?
*What are the ethics of alternatives?
*What are the practical constraints?
*What is the action to take? (Werhane et al. 1990[[#%20ftn1|[1]]])

These questions are designed to encourage a dialectical way of engaging with an ethical problem, so that (in cases where there is enough time) one can revise previous answers several times during the process. Various versions of this model are suggested for different professions. For instance, the Seven Step Method for ethical decision making in counselling (Miller and Davis 2016[[#%20ftn2|[2]]]) or management (Harold Fogelberg 2018[[#%20ftn3|[3]]]) are slightly different than the above model. Nevertheless, in principle, they all aim to help ethical decision making.

A more extensive version of this model is developed to address the ethical issues faced in scientific and academic contexts. In ''Ethics and the University'', Michael Davis adds several sub-questions to the original model and fine-tunes it for academic purposes (Davis 1999[[#%20ftn1|[4]]]). Being aware of the complexities of using moral theories for non-philosophers, his version of the model provides a framework for an orderly discussion of ethical issues using common sense.
----

[[#%20ftnref1|[1]]] Werhane, P., Bowie, N., Boatright, J., Velasquez, M. (1990), The Seven Step Method for Analyzing Ethical Situations [Online Material]. Retrieved February 25, 2019, from <nowiki>https://studylib.net/doc/18058307/model-g---the-seven-step-method-for-analyzing-ethical-sit</nowiki>

[[#%20ftnref2|[2]]] Miller, H. F., Davis, T. E. (2016). Practitioner’s Guide to Ethical Decision Making. Published by: The Center for Counseling Practice, Policy, and Research. Retrieved February 26 2019, from <nowiki>https://www.counseling.org/docs/default-source/ethics/practioner-39-s-guide-to-ethical-decision-making.pdf</nowiki>

[[#%20ftnref3|[3]]] Fogelberg, H. (2018, August 28). 7 Step model for ethical decision making [Web blog post]. Retrieved February 25, 2019, from <nowiki>https://compassexecutives.com/2018/08/28/7-step-model-for-ethical-decision-making/</nowiki>

[[#%20ftnref1|[4]]] Davis, M. (1999). Ethics and the university. London: Routledge.
|Has Practical Tips=A case analysed by this method is openly available on the Zenodo repository and can be accessed using the following link: https://doi.org/10.5281/zenodo.4905905
}}
{{Instruction Step Trainee
|Instruction Step Title=1. State problem
|Instruction Step Text=For example, “there’s something about this decision that makes me uncomfortable” or “do I have a conflict of interest?”
}}
{{Instruction Step Trainee
|Instruction Step Title=2. Check facts
|Instruction Step Text=Many problems disappear upon closer examination of the situation, while others change radically.
}}
{{Instruction Step Trainee
|Instruction Step Title=3. Identify relevant factors
|Instruction Step Text=For example, persons involved, laws, professional codes, and other practical constraints.
}}
{{Instruction Step Trainee
|Instruction Step Title=4. Develop a list of options
|Instruction Step Text=Be imaginative, try to avoid “dilemma”; not “yes” or “no” but whom to go to, what to say.
}}
{{Instruction Step Trainee
|Instruction Step Title=5. Test options
|Instruction Step Text=Employ one or more of the following tests:

 

*''Harm test'': does this option do less harm than alternatives?
*''Publicity test'': would I want my decision published in the newspaper?
*''Defensibility test'': could I defend my choice before a committee?
*''Reversibility test'': would I still make my choice if I were adversely affected by it?
*''Colleague test'': what are my colleagues’ responses to the options?
*''Professional test'': what might my profession’s governing body or ethics committee say about my choice?
*''Organization test'': what does the company’s ethics officer or legal counsel say about my choice?
}}
{{Instruction Step Trainee
|Instruction Step Title=6. Make a choice
|Instruction Step Text=All things considered, make a choice.
}}
{{Instruction Step Trainee
|Instruction Step Title=7. Review steps 1–6
|Instruction Step Text=*Are there any precautions you can take?
*Is there any way to access more support next time?
*Is there any way to change the organisation (for example, suggest policy changes at next departmental meeting)?
}}
{{Instruction Remarks Trainee}}
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{{Related To
|Related To Instruction=Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80; Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c; Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd; Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3; Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741
}}
{{Tags
|Has Virtue And Value=Accountability; Honesty; Reliability; Respect
|Has Good Practice And Misconduct=Allegation of Misconduct; Ethical Dilemma
}}

Instruction:A440eed0-f9f4-4415-a2c4-2d6ff9f44b80

2025-09-30T12:29:05Z

0000-0001-7124-9282:

{{Instruction
|Title=01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity
|Has Related Initiative=Initiative:D14a3557-5127-472f-b915-deef19eab422
|Instruction Goal=Members of The Embassy of Good Science have developed a set of six user-friendly, accessible methods for analysing research ethics and research integrity cases.

These methods have been identified, adapted and presented so that they can be appropriated by all users, without prior philosophical knowledge, in local contexts.
|Has Requirements=The key aim for the case analysis method described here is that it can be appropriated by all users, without prior philosophical knowledge, in local contexts.

In order to apply this method in the analysis of specific cases, it is advised that RECs, RIOs and IRBs engage with the regulatory frameworks and normative standards that apply to their respective organizations in the form of codes of ethics, codes of conduct, funding body standards and, if applicable, broader national and international research ethics and research integrity regulatory documents.
|Has Duration=2
|Important For=Ethics committee members; Research Integrity Officers; researchers
|Has Method=Case analysis method; Participatory sessions
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=This case analysis uses a procedure advanced by Jack R. Fraenkel (1976) for the purpose of values education.<ref>Fraenkel, Jack, R. (1976). Teaching about Values. In: Ubbelohde, Carl, and Jack R. Fraenkel. (Eds.) Values of the American Heritage: Challenges, Case Studies, and Teaching Strategies. The Bicentennial Yearbook, 46th Yearbook." (1976).</ref> Fraenkel (1932-2013) earned a PhD from Stanford University in 1966 and subsequently worked at San Francisco State University for more than 30 years. When he retired, he was Professor of Interdisciplinary Studies in Education.<ref>Obituary (2014). Jack Fraenkel Obituary, San Francisco Chronicle on Mar. 7, 2014, https://www.legacy.com/obituaries/sfgate/obituary.aspx?n=jack-fraenkel&pid=170037290 (accessed on March, 15th 2019)</ref>
<references />
|Important Because=Fraenkel published a lot on research methodology, curriculum development and research in education. Guided by the work of Coombs and Meux<ref>Coombs, Jerrold R., and Milton Meux, ‘Teaching strategies for values analysis’. In: Metcalf, L. E. (Eds.) (1071). Values education: Values education: Rationale, strategies and procedures. Washington D. C.: National Council for Social Studies. S. 29–74.</ref>, Fraenkel (1976) advanced an interesting method to analyse value conflicts meant for teachers “[…] to help students determine for themselves what individuals caught in value dilemmas should do […]”.<ref>Fraenkel, Jack, R. (1976). Teaching about Values. In: Ubbelohde, Carl, and Jack R. Fraenkel. (Eds.) Values of the American Heritage: Challenges, Case Studies, and Teaching Strategies. The Bicentennial Yearbook, 46th Yearbook." (1976).</ref>
<references />
|Has Practical Tips=A case analysed by this method is openly available on the Zenodo repository and can be accessed using the following link: [https://doi.org/10.5281/zenodo.5035506 https://doi.org/10.5281/zenodo.4905905]

 
<references />
}}
{{Instruction Step Trainee
|Instruction Step Title=What is the incident about?
|Instruction Step Text=What is the dilemma?
}}
{{Instruction Step Trainee
|Instruction Step Title=What might (the central character) do to try and resolve the dilemma?
|Instruction Step Text=What alternatives exist?
}}
{{Instruction Step Trainee
|Instruction Step Title=What might happen if he or she does each of these things?
|Instruction Step Text=What might be the consequences of the various alternatives?
}}
{{Instruction Step Trainee
|Instruction Step Title=What might happen to those who are not immediately involved?
|Instruction Step Text=What might be the short- as well as the long-range consequences?
}}
{{Instruction Step Trainee
|Instruction Step Title=What evidence, if any, is there that these consequences would indeed occur?
|Instruction Step Text=What could be considered as forseeable consequences?
}}
{{Instruction Step Trainee
|Instruction Step Title=Would each consequence be good or bad? Why?
|Instruction Step Text=Is there a positive balance between good and bad consequences?
}}
{{Instruction Step Trainee
|Instruction Step Title=What do you think X should do?
|Instruction Step Text=What do you think is the best thing for X to do?
}}
{{Instruction Remarks Trainee
|Has Remarks=Ad. 1: Fraenkel stresses the importance of identifying whether the conflict is about ends or means to ends that have been agreed upon. Equally important is to establish the factual context of the situation.<ref>Fraenkel, Jack, R. (1976). Teaching about Values. In: Ubbelohde, Carl, and Jack R. Fraenkel. (Eds.) Values of the American Heritage: Challenges, Case Studies, and Teaching Strategies. The Bicentennial Yearbook, 46th Yearbook." (1976).</ref>

Ad. 2: This step involves brainstorming for all the available action alternatives for the agent(s) facing the value conflict at hand.

Ad. 3 and 4: These questions are focused on the expected consequences of the different alternative actions available to those facing the value conflict. What might be the effects of each alternative respectively? Which parties might be affected? Could the consequences spill over to future generations? It might make sense here to distinguish between short- and long-range effects for the individual and other parties. In order to map these consequences, a Values Information Chart ('''Table 1''') could be used.
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0"
{{!}} rowspan="3" width="62"{{!}}'''Facts'''
{{!}} rowspan="3" width="67"{{!}}'''Alternatives'''
{{!}} colspan="4" width="476"{{!}}'''Consequences'''
{{!}}-
{{!}} colspan="2" width="283"{{!}}'''Short-Range'''
{{!}} colspan="2" width="193"{{!}}'''Long-Range'''
{{!}}-
{{!}} width="136"{{!}}'''Self'''
{{!}} width="147"{{!}}'''Others'''
{{!}} width="97"{{!}}'''Self'''
{{!}} width="97"{{!}}'''Others'''
{{!}}-
{{!}} rowspan="3" width="62" valign="top"{{!}}
{{!}} width="67" valign="top"{{!}}
{{!}} width="136" valign="top"{{!}}
{{!}} width="147" valign="top"{{!}}
{{!}} width="97" valign="top"{{!}}
{{!}} width="97" valign="top"{{!}}
{{!}}-
{{!}} width="67" valign="top"{{!}}
{{!}} width="136" valign="top"{{!}}
{{!}} width="147" valign="top"{{!}}
{{!}} width="97" valign="top"{{!}}
{{!}} width="97" valign="top"{{!}}
{{!}}-
{{!}} width="67" valign="top"{{!}}
{{!}} width="136" valign="top"{{!}}
{{!}} width="147" valign="top"{{!}}
{{!}} width="97" valign="top"{{!}}
{{!}} width="97" valign="top"{{!}}
{{!}}}'''Table 1: Values Information Chart Template'''

Ad. 5: This question zooms in on the evidence supporting or refuting the potential effects of the alternative actions as identified above. If the case at hand is similar to case studies from the past, it might be useful to study what happened there. Data to that effect should be gathered, and their truthfulness and relevance to the case at hand established.

Ad. 6: A discussion of the desirability of the expected consequences is needed. This should happen based on certain criteria. These criteria might be of a moral, legal, aesthetic, ecological, economic, health and safety and/or a completely different nature. A Value Analysis Chart ('''Table 2''') could be used to keep track of the assessment of the different consequences along the different criteria. In the last column of this chart the desirability of the different consequences is ranked from the most to the least desirable.

Ad. 7: Fraenkel does not explain how the answer to this final question should follow from the analysis above. It seems to be implicit in his method that the answer automatically matches the alternative that turns out to be most desirable over all.
 
{{{!}} class="wikitable" border="1" cellspacing="0" cellpadding="0" width="604"
{{!}} rowspan="2" width="67"{{!}}'''Alternatives'''
{{!}} rowspan="2" width="120"{{!}}'''Consequences'''
{{!}} colspan="7" width="354"{{!}}'''Desirability from various points of view'''
{{!}} rowspan="2" width="64"{{!}}'''Ranking'''
{{!}}-
{{!}} width="41"{{!}}'''Moral'''
{{!}} width="39"{{!}}'''Legal'''
{{!}} width="55"{{!}}'''Aesthetic'''
{{!}} width="60"{{!}}'''Ecological'''
{{!}} width="58"{{!}}'''Economic'''
{{!}} width="51"{{!}}'''Health and Safety'''
{{!}} width="51"{{!}}'''Etc.'''
{{!}}-
{{!}} width="67" valign="top"{{!}}
{{!}} width="120" valign="top"{{!}}
{{!}} width="41" valign="top"{{!}}
{{!}} width="39" valign="top"{{!}}
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{{!}}-
{{!}} width="67" valign="top"{{!}}
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{{!}}}

'''Table 2: Value Analysis Chart Template'''[[File:The Value Analysis Method.jpg|thumb|Figure 1. Fraenkel's value analysis method.]]
<references />
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|Related To Instruction=Instruction:6b129846-c455-4849-9eaf-0d25f3c5600e; Instruction:41bc2a1d-26f7-49f9-8bf7-9fc6b4ecf10c; Instruction:C0cf8cfb-6090-49e3-94f5-20f530f83ffd; Instruction:6cc77174-4f7b-48a6-95f3-eeb4dadcb0a3; Instruction:Ffff98bc-b81b-43ee-8fef-a264c1e25741
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{{Tags
|Has Virtue And Value=Fairness; Honesty; Respect
|Has Good Practice And Misconduct=Virtue ethics
}}

Theme:6feb603b-78db-43b6-9722-a8833ef0d8c7

2025-09-25T14:31:21Z

0000-0001-7124-9282:

{{Theme
|Theme Type=Good Practices
|Has Parent Theme=Theme:0d054575-ca21-4209-b7c5-6120fc0ed647
|Title=Consent and Assent for Research on Children
|Is About=This page addresses the ethical framework surrounding '''informed consent''' and '''assent''' in research involving children. It explores the processes by which researchers obtain permission from parents or guardians (consent) and the agreement from children (assent) to participate in research studies. It emphasizes the importance of respecting children's rights, autonomy, and developmental capacity during these processes.
|Important Because=Obtaining consent and assent is vital for several reasons:

*'''Ethical Obligations''': Protecting the welfare and rights of child participants is a fundamental ethical requirement in research.
*'''Vulnerability''': Children are considered a vulnerable population, and specific safeguards must be in place to protect them from potential harm or exploitation.
*'''Trust''': Transparent communication and ethical practices foster trust between researchers, participants, and families, which is crucial for successful research outcomes.
*'''Compliance''': Adhering to ethical guidelines and legal requirements helps researchers avoid legal repercussions and enhances the credibility of their research.
|Important For=Parents; Policy makers; Research Ethics Committees; researchers
|Has Best Practice='''Best Practices for Ethical Research with Children'''

# '''Use child-friendly language''' – Explain the study in a way the child can understand.
# '''Provide visual aids''' – Diagrams, videos, or interactive materials can help comprehension.
# '''Offer the right to say no''' – Children should know they can refuse participation without consequences.
# '''Train researchers''' – Ensure that study personnel understand ethical considerations in pediatric research.
# '''Ensure ongoing consent''' – Regularly check with both parents and children throughout the study.
|Has Detail=*'''Process of Obtaining Consent and Assent''': Outline the steps for obtaining consent from parents or guardians and assent from children, including documentation and verbal explanations.
*'''Cultural Considerations''': Discuss the impact of cultural values on parental consent and children's autonomy, emphasizing the need for culturally sensitive practices.
*'''Researcher Training''': Provide guidance for researchers on effective communication strategies when discussing research with children and their families.
*'''Monitoring and Reporting''': Suggest methods for monitoring the consent and assent process, including feedback mechanisms to address any concerns that arise during the study.
}}
{{Related To
|Related To Resource=Resource:62ac5488-192b-4882-956c-6b79cdf6b724; Resource:Abf308a7-8d7d-4d91-8f3d-402891a52abb; Resource:6f86286f-e078-48ae-915d-33fa0702d502
}}
{{Tags}}

Theme:4537aed9-5172-4ddd-b24e-27aee684e335

2025-09-25T14:30:15Z

0000-0001-7124-9282:

{{Theme
|Theme Type=Good Practices
|Has Parent Theme=Theme:4596ffa1-88cd-40bc-b346-a58837206404
|Title=Anonymous Authorship
|Is About=Anonymous authorship in research refers to situations where contributions to scholarly work are published without identifying the author(s). This practice raises significant ethical questions about accountability, transparency, and intellectual ownership. While anonymity may be necessary in certain contexts, for example in cases where author safety would be compromised if the name of the author was published, it is generally not appropriate and acceptable (1).
|Important Because=Authorship is a fundamental aspect of academic integrity, ensuring accountability, credibility, and proper attribution of contributions. Anonymity can complicate the verification and review process, making it harder to assess the quality and reliability of research. Additionally, journals and funding bodies require clear authorship attribution to uphold research integrity. However, in cases where anonymity is warranted, ethical guidelines must be carefully considered (2). Balancing the need for transparency with the potential risks of exposure is a challenge that institutions, researchers, and publishers must navigate.
|Important For=Journal editors; Journal publishers; Research Ethics Committees; Researchers
|Has Detail=1. Council of Science Editor. Recommendations for Promoting Integrity in Scientific Journal Publications [Internet]. c2024 [updated 2020 Jun; cited 2025 Feb]. Available from: https://cse.memberclicks.net/2-2-authorship-and-authorship-responsibilities#OtherAuthorshipIssues

2. COPE Council. Handling requests to publish articles anonymously - English [Internet]. c2024 [updated 2024 Aug; cited 2025 Feb]. Available from: https://doi.org/10.24318/sRpW6E8a
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Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1

2025-09-25T14:19:35Z

0000-0001-7124-9282:

{{Instruction
|Title=Technology and sustainability
|Has Related Initiative=Initiative:2e8a4c5b-0523-49cf-bcf9-5c3e9632be5a
|Instruction Goal=By the end of this micromodule, participants will be able to:

* Identify key environmental and climate impacts associated with technology.
* Distinguish between “greening by technology” and “greening of technology.”
* Apply practical design principles for more sustainable technology.
* Reflect on how sustainability considerations apply to their own research or innovation practices.
* Evaluate the ethical and social implications of sustainable technology choices

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|Has Duration=0.5
|Important For=Students; innovation hubs; researchers
}}
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{{Instruction Perspective Trainee
|Is About=This micromodule introduces learners to the often-overlooked environmental impacts of technology, from data centers and energy use to e-waste and rare earth mining. It presents two strategies for making technology more sustainable — by using technology to address environmental challenges (greening by technology), and by redesigning technology itself to reduce its environmental impact (greening of technology). Learners are then introduced to concrete principles for sustainable tech design and encouraged to reflect on how these concepts apply to their own field of research or practice.
}}
{{Instruction Step Trainee
|Instruction Step Title=The Environmental Impact of Physical Devices
|Instruction Step Text=Our phones and devices seem small and portable — but their environmental footprint is massive. This short article explores how technology products affect the environment throughout their lifecycle: from extraction of rare minerals to their disposal as e-waste.
|Instruction Step Interactive Content=Resource:H5P-408
}}
{{Instruction Step Trainee
|Instruction Step Title=The Environmental Cost of Software and Online Services
|Instruction Step Text=We rarely think about the environmental cost of streaming a movie, joining a video call, or downloading a podcast— but the digital world runs on data centers that use huge amounts of energy, water, and land.
|Instruction Step Interactive Content=Resource:H5P-409
}}
{{Instruction Step Trainee
|Instruction Step Title=Greening Tech — What and How
|Instruction Step Text=There are two complementary approaches through which technology can contribute to sustainability:

*Greening by Tech: using technology to enable sustainable solutions (e.g., climate monitoring, carbon tracking, energy-efficient transportation).
*Greening of Tech: making the technologies themselves — including software, cloud, and hardware — more sustainable and energy-efficient.

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|Instruction Step Interactive Content=Resource:H5P-410
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Instruction:C83e85fc-a0aa-45b2-86a0-8466f5768ff1

2025-09-25T14:19:02Z

0000-0001-7124-9282: