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{{Instruction
|Title=Teaching methods for strengthening research ethics and integrity
|Has Related Initiative=Initiative:667449ef-1c0a-4e06-8374-830c8ad68cb8
|Instruction Goal=This module provides a state-of-the art overview of '''methods''' and '''approaches''' to teaching, which according to extant research, are appropriate to support learning in the context of research ethics and integrity.
|Has Duration=1
|Important For=Research integrity trainers
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|Is About=Effective RE/RI training benefits from active learning, reflective practices, experiential learning, and ongoing feedback (Löfström & Tammeleht, 2023 citing: Bagdasarov et al., 2012; Johnson et al., 2012; Quintana et al. 2004; Reiser, 2004; Tammeleht et al., 2021). These methods and approaches described in this module are compatible with the training materials and resources produced within the selected EU-funded projects and presented in the BEYOND trainer guide. Indeed, many of the activities described in the project materials draw on a case-based approach, scaffolding and collaborative learning. To underpin the use of these methods and approaches, this guide provides an overview of why and how they support RE/RI learning, so that trainers may make their teaching choice based on research evidence.
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|Instruction Step Title=Learn about the case based approach
|Instruction Step Text=Across disciplines, case-based learning (CBL) is a well-established method that encourages higher levels of cognition by having students apply their knowledge to real-world or fictional situations (see Bloom's Taxonomy or Relational/extended abstract levels of learning in SOLO taxonomy).

Learners usually '''work in groups''' on case studies, which are narratives with one or more characters and/or scenarios. The cases pose a disciplinary issue or issues, to which learners  come up with remedies while working with an instructor (Case-Based Learning, 2024; Löfström & Tammeleht, 2023; Tammeleht et al., 2019). Case studies are an effective teaching tool that engages learners, stimulates critical thinking, and enables a deeper understanding of real-life situations. The use of case studies is a deliberate process designed to promote active engagement, critical thinking, and deeper understanding among students. Prior research (e.g., Löfström & Tammeleht, 2023 citing: Bagdasarov et al., 2012; Johnson et al., 2012; McWilliams & Nahavandi, 2006; Nonis & Swift, 2001; O'Leary & Cotter, 2000) has identified the use of cases to be beneficial in RE/RI teaching/learning. Understanding why and how learning occurs is essential for improving teaching, and as a result, understanding how learners learn can be accessed through an awareness of learning within the framework of research ethics and integrity (Löfström & Tammeleht, 2023).

'''It begins with the careful selection''' of relevant case studies that align with the learning objectives of the course. These cases should not only be current and authentic but should also reflect the students' interests and experiences and provide them with a tangible connection to the course material. RE/RI case-studies can be easily found on [https://embassy.science/wiki-wiki/index.php/Main_Page the Embassy of Good Science].

'''Once a suitable case study has been selected''', the teaching process usually begins with an introduction to the case (e.g., providing context and background information. This first step is crucial to ensuring that students understand the importance of the case study and its relevance to the wider course material. This practice will help students to get acquainted with the topic. In addition to case-studies, also vignettes have been used in RE/RI education to reflect on real-life situations including an explicit or implicit conflict. Trainers may identify a specific ethical/integrity issue on which learners are asked to reflect on (Löfström & Tammeleht, 2023).

'''As learners delve into the case study''', they are asked to actively engage with the material. This means more than just passive reading; learners are encouraged to take notes, ask questions, and identify important themes or patterns contained in the case study. By promoting active reading practises, instructors aim to encourage the development of deeper understanding of the complexity of real-world problems and the various factors at play.

'''The initial reading''' is often followed by common discussion and analysis. With the guidance of the trainer, learners are encouraged to share their interpretations of the case study and explore different perspectives. Discussions can be structured around questions, which encourage critical thinking, consider alternative viewpoints and evaluate the implications of different approaches in order to move from uni- and multistructural levels to relational and extended abstract levels.

Central to the case study approach is the opportunity for learners to '''apply theoretical concepts and principles to real-life situations'''. Instructors help learners make connections between the case study and the course material by encouraging them to analyse the case through the lens of relevant theories, models or frameworks. This process not only deepens students' understanding of theoretical concepts, but also enhances their ability to apply these concepts in practical contexts.

In addition, case studies provide a platform to foster problem-solving skills. Learners are tasked with finding creative solutions to the challenges presented in the case, evaluating the feasibility of various options, and developing a reasoned plan of action. Through this process, learners learn to deal with complex problems, weigh competing interests, and make informed decisions based on facts and analyses.

'''Finally''', case studies can serve as a valuable assessment tool, allowing instructors to evaluate learners' mastery of the content of the course and their ability to apply theoretical concepts to real-world scenarios. Assignments may include written reflections, group presentations, or class discussions based on the case study so that students can demonstrate their learning and receive constructive feedback from fellow students and instructors.

Case-based approaches are utilised in ENERI, RID-SSISS, Path2Integrity, INTEGRITY and VIRT<sup>2</sup>UE.
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