RESEARCH ARTICLE
Fos e ing Resea ch In eg i y h ough T aining: The aining
ma e ials o ou EU- unded p ojec s h ough he lens o
pedagogical unde pinnings and h ee axonomies o lea ning
[ e sion 1; pee e iew: 2 app o ed]
E ika Lö s öm 1, Tom Lindemann 2, Fenneke Blom 3, Na alie E ans 4,
Ma ie e an den Ho en4, Giulia Inguaggia o 4, Panagio is Ka ou as 5,
Di k Lanze a h6, Julia P iess-Buchhei 7, Ri a San os4, Anu Tammeleh 1,8,
P. J. Wall9, Linda Zolli sch 7
1Depa men o Educa ion, Uni e si y o Helsinki, Helsinki, Finland
2Luxembou g Agency o Resea ch In eg i y, Esch-su -Alze e, Luxembou g
3Resea ch Suppo , Resea ch Policy O ice, Ams e dam UMC, Ams e dam, The Ne he lands
4Ams e dam UMC loca ion V ije Uni e si ei Ams e dam, E hics Law and Humani ies, Boelelaan 1117, Ams e dam, The Ne he lands
5Cen e o Medical E hics, Uni e si y o Oslo, Oslo, No way
6Ge man Re e ence Cen e o E hics in he Li e Sciences (DRZE), Uni e si y o Bonn, Bonn, Ge many
7Ch is ian-Alb ech s-Uni e si ä zu Kiel, Kiel, Ge many
8Uni e si y o Ta u, Ta u, Es onia
9ADAPT Cen e, Technological Uni e si y Dublin, Dublin, Leins e , I eland
Fi s published: 26 Sep 2025, 5:301
h ps://doi.o g/10.12688/open eseu ope.20826.1
La es published: 26 Sep 2025, 5:301
h ps://doi.o g/10.12688/open eseu ope.20826.1
1
Abs ac
Backg ound
This a icle p o ides an analysis o he pedagogical unde pinnings
ha cha ac e ise he esea ch in eg i y (RI) aining app oaches and
ma e ials de eloped by ou Eu opean Union - unded p ojec s. The
app oaches aken by hese p ojec s include a dialogical app oach, an
empowe men app oach, a i ue e hics app oach, and a
cons uc i is case-based app oach. We analysed he
ma e ials/ ainings c ea ed in he p ojec s. In doing so, we p opose
how o make use o a s uc u ed way o wo king wi h lea ning
objec i es, in o de o ensu e ha esea ch in eg i y aining mee s
he needs o i s a ge g oups.
Me hods
We applied quali a i e, deduc i e con en analysis in which we
Open Pee Re iew
App o al S a us
1 2
e sion 1
26 Sep 2025 iew iew
Sa ah Elaine Ea on , Uni e si y o Calga y,
Calga y, Canada
1.
Maha Emad Ib ahim , Suez Canal
Uni e si y, Ismailia, Egyp
2.
Any epo s and esponses o commen s on he
a icle can be ound a he end o he a icle.
Open Resea ch Eu ope
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analysed he lea ning objec i es s a ed in he aining schemes o he
ou p ojec s. A o al o 46 lea ning objec i es we e analysed using
h ee lea ning axonomies, namely he e ised Bloom's Taxonomy,
he SOLO Taxonomy, and he Taxonomy o Signi ican Lea ning.
Resul s
The esul s show ha he ou RI ainings make use o ei he a
cons uc i is o a socio-cons uc i is unde s anding o lea ning,
implemen ac i a ing and engaging lea ning ac i i ies, and emphasise
high-o de lea ning objec i es.
Conclusions
The analysis sugges s ha axonomies a e applicable o a ious
pedagogical unde pinnings and can help aine s o communica e he
objec i es o aining and lea ne s o ela e hei expec a ions o he
objec i es. We iden i y implica ions o aining design and sugges
ecommenda ions o aining de elope s. I is ad isable o pay
a en ion o lea ning objec i es dedica ed o os e he highe le els o
lea ning and unde s anding. Less commonly applied axonomies in
he con ex o in eg i y aining, such as he Taxonomy o Signi ican
Lea ning can help o iden i y ele an lea ning objec i es bo h o
aine s as well as lea ne s. Resea ch cul u es and disciplina y
di e ences a e gene ally no spelled ou a he le el o lea ning
objec i es highligh ing he need o conside hese explici ly in aining
implemen a ion.
Keywo ds
Resea ch in eg i y, esea ch e hics, aining, lea ning objec i es,
lea ning axonomies
This a icle is included in he Ho izon 2020
ga eway.
Open Resea ch Eu ope
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Open Resea ch Eu ope 2025, 5:301 Las upda ed: 22 NOV 2025
Co esponding au ho : E ika Lö s öm ([email p o ec ed])
Au ho oles: Lö s öm E: Concep ualiza ion, Fo mal Analysis, In es iga ion, Me hodology, Supe ision, Valida ion, W i ing – O iginal
D a P epa a ion, W i ing – Re iew & Edi ing; Lindemann T: Concep ualiza ion, In es iga ion, Me hodology, P ojec Adminis a ion,
W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; Blom F: Concep ualiza ion, Da a Cu a ion, Fo mal Analysis,
In es iga ion, Me hodology, Supe ision, Valida ion, Visualiza ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; E ans
N: Concep ualiza ion, Fo mal Analysis, In es iga ion, Me hodology, P ojec Adminis a ion, Valida ion, W i ing – O iginal D a
P epa a ion, W i ing – Re iew & Edi ing; an den Ho en M: Concep ualiza ion, Fo mal Analysis, Funding Acquisi ion, In es iga ion,
Me hodology, Valida ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; Inguaggia o G: Concep ualiza ion, Fo mal
Analysis, In es iga ion, Me hodology, Valida ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; Ka ou as P:
Concep ualiza ion, Fo mal Analysis, In es iga ion, Me hodology, Valida ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew &
Edi ing; Lanze a h D: Concep ualiza ion, Funding Acquisi ion, P ojec Adminis a ion, W i ing – O iginal D a P epa a ion; P iess-
Buchhei J: Concep ualiza ion, Fo mal Analysis, Funding Acquisi ion, In es iga ion, Me hodology, P ojec Adminis a ion, Valida ion,
W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; San os R: Concep ualiza ion, Fo mal Analysis, In es iga ion,
Me hodology, Valida ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; Tammeleh A: Fo mal Analysis, In es iga ion,
Me hodology, Valida ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; Wall PJ: Concep ualiza ion, Fo mal Analysis,
In es iga ion, Valida ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing; Zolli sch L: Fo mal Analysis, In es iga ion,
Me hodology, Valida ion, W i ing – O iginal D a P epa a ion, W i ing – Re iew & Edi ing
Compe ing in e es s: No compe ing in e es s we e disclosed.
G an in o ma ion: This p ojec has ecei ed unding om he Eu opean Union’s Ho izon 2020 esea ch and inno a ion p og amme
unde g an ag eemen s No 824586 (Empowe ing s uden s h ough e idence-based, sca olded lea ning o Responsible Conduc in
Resea ch [INTEGRITY]; No 824488 (Ro a o y ole-playing and ole-models o enhance he esea ch in eg i y cul u e [Pa h2In eg i y]); No
787580 (Vi ue based e hics and In eg i y o Resea ch: T ain- he-T aine p og amme o Upholding he p inciples and p ac ices o he
Eu opean Code o Conduc o Resea ch In eg i y [VIRT2UE]); and No 710184 (Eu opean Ne wo k o Resea ch E hics and Resea ch
In eg i y [ENERI]). The manusc ip was comple ed in a p ojec , which has ecei ed unding om he Eu opean Union’s Ho izon Eu ope
esea ch and inno a ion p og amme unde g an ag eemen No 101094714 (Beyond Bad Apples: Towa ds a Beha iou al and E idence-
Based App oach o P omo e Resea ch E hics and Resea ch In eg i y in Eu ope [BEYOND BAD APPLES]).
The unde s had no ole in s udy design, da a collec ion and analysis, decision o publish, o p epa a ion o he manusc ip .
Copy igh : © 2025 Lö s öm E e al. This is an open access a icle dis ibu ed unde he e ms o he C ea i e Commons A ibu ion
License, which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed.
How o ci e his a icle: Lö s öm E, Lindemann T, Blom F e al. Fos e ing Resea ch In eg i y h ough T aining: The aining
ma e ials o ou EU- unded p ojec s h ough he lens o pedagogical unde pinnings and h ee axonomies o lea ning [ e sion
1; pee e iew: 2 app o ed] Open Resea ch Eu ope 2025, 5:301 h ps://doi.o g/10.12688/open eseu ope.20826.1
Fi s published: 26 Sep 2025, 5:301 h ps://doi.o g/10.12688/open eseu ope.20826.1
Open Resea ch Eu ope
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In oduc ion
The e is consensus among academics ha os e ing a cul u e
o in eg i y equi es o mal aining (Be am-Gallan , 2011;
Fo sbe g e al., 2018; Mejlgaa d e al., 2020; Resnik &
Shamoo, 2011). The p o ision o esea ch in eg i y (RI) ain-
ing is also emphasised by he Eu opean Code o Conduc
o Resea ch In eg i y (ALLEA, 2017; ALLEA, 2023) and
many na ional codes (Godecha le e al., 2013). RI aining aims
o de elop knowledge, skills, alues, a i udes, and beha -
iou indi idually and collec i ely in ela ion o he p inciples
and s anda ds ha ensu e he alidi y and us wo hiness o
esea ch (Kalichman, 2014; Kalichman & Plemmons, 2007;
Pizzola o & Die ickx, 2021; WCRIF, 2017). Se e al s udies sug-
ges ha RI educa ion should s a ea ly and con inue h ough-
ou he esea ch ca ee (Johansen e al., 2022; Labib e al.,
2023; Pizzola o & Die ickx, 2021; Zucche o, 2008).
Fu he mo e, i has been sugges ed ha in eg a ing RI con-
en in o discipline-speci ic cu icula ensu es he in eg a ion o
RI con en in o egula eaching, a he han being limi ed
o a single aining session ha is only loosely connec ed o
pa icipan s’ o e all lea ning (Zucche o, 2008). Resea ch has
iden i ied pedagogically sound and engaging eaching me hods
and ac i i ies o eaching RI (Be ling e al., 2019; Kalichman
e al., 2022; Ka sa o e al., 2022; Lö s öm, 2016; Nonis &
Swi , 2001; Tammeleh e al., 2019; Tammeleh e al., 2021;
Tammeleh e al., 2022). These include me hods such as case
s udies, collabo a ion, ole plays and eal-li e simula ions.
Recen ly, esea ch has also aimed a iden i ying how o meas-
u e RI aining e ec i eness (Tammeleh & Lö s öm, 2023;
Tammeleh e al., 2024; Tammeleh & Lö s öm, 2025a;
Tammeleh & Lö s öm, 2025b; an Loon e al., 2023). This
a icle p o ides an analysis o he pedagogical unde pin-
nings ha cha ac e ise he aining app oaches and ma e ials
o ou Eu opean Union - unded p ojec s, as well as exam-
ples o how o make use o a s uc u ed way o wo king wi h
lea ning objec i es, in o de o ensu e ha RI aining mee s
he needs o i s a ge g oups.
In he pas decade, he Eu opean Commission has signalled
how RI is a p io i y, and unding has been made a ailable o
de elop RI aining p og ams. Funded p ojec s ha e di e en
heo e ical and concep ual backg ounds, lea ning objec i es,
and a ge g oups. Analysing hese p ojec s p o ides educa o s
an unde s anding o he di e ences be ween hem and he a eas
whe e hey complemen each o he . Be ween 2016 and 2022,
ou Eu opean p ojec s, namely Pa h2In eg i y, INTEGRITY,
VIRT²UE and ENERI de eloped RI ainings a ge ing a a ie y
o audiences, including high school s uden s, e ia y s uden s,
ea ly ca ee esea che s, senio esea che s, esea ch adminis-
a o s, expe s, and esea ch e hics and RI commi ee membe s.
All ou p ojec s de eloped inno a i e and engaging app oaches
o acili a e lea ning amongs hei a ge g oups. Whils
o he p ojec s ha e also de eloped RI aining wi hin The Com-
mission’s Ho izon scheme, we ocus on hese ou ela i ely
ea ly p ojec s unded unde Ho izon 2020, because o hei
ecognised impac in he Eu opean Resea ch A ea and hei
ange o ele an a ge g oups (Eu opean Commission,
2024).
The aim o his a icle was o conduc an analysis o he
app oaches o RI aining de eloped and p omo ed by hese ou
p ojec s unded by he Eu opean Union. In doing so, we ana-
lyse he p ojec ’s ma e ials/ ainings using h ee lea ning ax-
onomies, namely Bloom’s Taxonomy (o iginal Bloom e al.,
1956; e ised e sion, K a hwohl, 2002), he SOLO Taxonomy
(Biggs, 1996; Biggs, 1999), and he Taxonomy o Signi ican
Lea ning (Dee Fink, 2003). Th ough he analysis, his pape p o-
ides a s uc u ed o e iew o he ypes o lea ning objec i es
ha we e p omo ed h ough he ou p ojec s. We belie e his o
be aluable in iden i ying how exis ing ma e ials and ainings
al eady suppo RI lea ning, bu also whe e gaps s ill exis
in e ms o suppo o eaching highe -o de RI knowledge
and skills. A he same ime, his a icle builds on he wo k o
an den Ho en e al. (2023) who compa e he lea ning objec-
i es o INTEGRITY, Pa h2In eg i y and a p e- inal e sion
o VIRT²UE o demons a e he compa a i e alue o axo-
nomic analysis using a modi ied e sion o he assessmen -
ocused Ki kpa ick model, namely he axonomy o RI aining
(TRIT) (2023).
In con as , he h ee lea ning axonomies applied in his s udy
ocus on wha he lea ne can do wi h he knowledge (Bloom’s
axonomy, Bloom e al., 1956; K a hwohl, 2002), he le els o
unde s anding ( he SOLO axonomy, Biggs, 1996; Biggs, 1999;
Biggs & Tang, 2007), and he a ec i e dimension (The Taxon-
omy o Signi ican Lea ning, Dee Fink, 2003). Mo e p ecisely,
Bloom’s widely used axonomy p o ides a ca ego isa ion
o lea ning objec i es based on cogni i e complexi y. E e y
s age o Bloom’s Taxonomy, namely Remembe ing, Unde s and-
ing, Applying, Analysing, E alua ing and C ea ing, ep esen s
a dis inc cogni i e p ocess and e lec s inc easing complex-
i y o lea ning. The o iginal e sion (Bloom e al., 1956) was
la e e ised o imp o ed sys ema ics (K a hwohl, 2002).
The e ha e been a ious a emp s o e ise he axonomy, and
in his p ocess, i has become mo e ocused on a cogni i e
dimension o lea ning (as opposed o an a ec i e dimension)
(O’Neill & Mu phy, 2010). In a simila ein, ocussing on a
cogni i e dimension o lea ning, SOLO (S uc u e o Obse ed
Lea ning Ou comes) was de eloped especially o se ing
goals and assessing lea ning in e ia y educa ion con ex . This
app oach ocuses on le els o unde s anding, namely p e-
s uc u al, uni-s uc u al, mul i-s uc u al, ela ional and ex ended
abs ac le els o unde s anding (Biggs, 1996; Biggs, 1999).
In lea ning a he e ia y le el and beyond, i is desi able ha
lea ne s no only lea n isola ed bi s and pieces o knowledge
(mul i-s uc u al le el) bu a e able o make connec ion
be ween he pieces o in o ma ion ( ela ional le el) and con-
nec ex ended abs ac ‘chunks’ o knowledge wi h each o he
o o m holis ic unde s anding o a gi en heme (Biggs & Tang,
2007). The Taxonomy o Signi ican Lea ning (Dee Fink, 2003)
is no hie a chical in he same way as he o he wo, howe e , i
builds on Blooms’ axonomy e-in oducing a long-neglec ed
a ec i e componen in o he discussion. I iden i ies ounda-
ional knowledge, applica ion, in eg a ion, a human dimension,
ca ing, and lea ning o lea n compe encies (Dee Fink, 2003).
We amed ou esea ch ques ion as ollows: How a e di e en
le els o lea ning suppo ed h ough he pedagogical
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app oach, lea ning objec i es and ma e ials o con empo a y
esea ch in eg i y aining? We en ision educa ional de el-
ope s, eache s o RI and o he s who ha e an in e es in he
esea ch-based de elopmen o RI aining o be ou eade s.
Fou app oaches o os e ing esea ch in eg i y
INTEGRITY, Pa h2In eg i y, VIRT²UE and ENERI emb ace
he concep o lea ne -cen edness as a cen al pilla o hei
educa ional app oach bu di e in hei pedagogical unde -
pinning. The di e ences a e e lec ed in he oci o hei edu-
ca ional p ac ices. This sec ion p o ides an o e iew o he
ou dis inc app oaches o aining.
A dialogical app oach
Pa h2In eg i y s a s om he p emise ha esea che s a e
membe s o an ac i e scien i ic communi y which con inu-
ously discusses, e lec s and ( e-)de elops p ac ices ha oge he
cons i u e esponsible conduc o esea ch. Mo eo e , he
p ojec ecognizes ha he scien i ic communi y is embedded
in o a wide socie al communi y whe e di e en ac o s d aw on
esea ch esul s o make e idence-based o e idence-in o med
decisions. Thus, being a esponsible esea che , s uden o ci i-
zen using esea ch esul s p esupposes acqui ing and apply-
ing discu si e skills o compe en ly and con iden ly add ess
no ma i e challenges and na iga e en i onmen s cha ac e -
ized by unce ain y. Pa h2In eg i y aims o suppo he de el-
opmen o such skills by p o iding lea ning uni s on a ious
esea ch in eg i y opics ha seek o enhance he capaci y o
lea ne s o engage in a ional a gumen a ion, se sha ed objec-
i es and no ms, es ablish p econdi ions o dialogue, weigh
he p os and cons o di e en possible cou ses o ac ion and, in
gene al, become ac i e pa icipan s in discou ses on esponsible
conduc o esea ch.
Mo e p ecisely, he p ojec de eloped he Pa h2In eg i y
lea ning p og amme o suppo conduc ing “a dialogue on
he ejec ion o accep ance o no ms in esea ch in eg i y”
(P ieß-Buchhei e al., 2020, 23). To ha end, “Pa h2In eg-
i y ollows a wo old dialogical app oach: Fi s , he main
goal o he lea ning p og amme is o conduc a dialogue and
second he p og amme o e s dialogue-based lea ning me h-
ods such as s o y elling and ole-playing o achie e his goal”
(He meking & P iess-Buchhei , 2022; P ieß-Buchhei e al.,
2020). In his way, he lea ning p og amme acili a es in e ac-
ions among lea ne s and be ween lea ne s and educa o s and
guides hem owa ds discussing hei esea ch p ac ices and
he eliabili y o esea ch esul s, while conside ing he pa -
icula i ies and challenges o he esea ch en i onmen and
esea ch cul u e hey a e cu en ly embedded in. The dialogical
app oach ha unde pins Pa h2In eg i y ul ima ely aims o suppo
esea che s, aspi ing esea che s and esea ch s akeholde s in
building a common language o openly and cons uc i ely dis-
cuss esea ch in eg i y issues, answe ques ions and de elop
iable solu ions o challenges in acco dance key p inciples
and no ms go e ning he esea ch communi y and esponsi e
o socie al needs and conce ns.
In addi ion o gene al ques ions o esea ch in eg i y, he lea n-
ing p og amme emphasizes iden i ying and add essing esea ch
issues and solu ions and he eliabili y o esea ch esul s
and i s de e minan s, including sys emic aspec s. Each lea n-
ing uni is based on engaging exe cises o guide lea ne s o
conduc dialogues o he ejec ion o accep ance o no ms in
esea ch. This ansla es in o a a ie y o lea ning goals co -
e ing di e en sub ields o esea ch in eg i y as concep ual-
ized in he Eu opean Code o Conduc o Resea ch In eg i y
(ALLEA, 2023), such as esea ch en i onmen , esea ch p o-
cedu es, sa egua ds, collabo a i e wo k, ci a ion and publica-
ion, men o ing, publishing and con lic o in e es , and da a
p ac ices (see www.pa h2in eg i y.eu o access he ma e ials).
Re lec ing he o e all p emises o Pa h2In eg i y, he lea ning
goals conside bo h indi idual, esea che -cen ed and wide
socie al pe spec i es on esea ch in eg i y and he exe cises
a e designed in a way ha bo h pe spec i es a e ep esen ed
in dialogues.
Dialogues a e a key elemen o all lea ning sessions. They
a e os e ed h ough di e en in e ac i e asks ha a e
designed o encou age open-sha ing and discussion o iew-
poin s and opinions (P iess-Buchhei , 2020, 60). In gene al,
“[a] dialogue is a high-quali y in e pe sonal ela ionship” (c .
Widde sho en & Solbakk, 2019) and seeks o be embedded
in an ideal speech si ua ion (c . Habe mas, 1990, 43–115) in
which he espec i e o he lea ne is ecognized as a pe son,
whe e ins umen aliza ion is enounced and he igh o o he s
o hold a di e ing opinion is aken se iously and whe e sub-
jec oles can be clea ly de ined (c . Lo enz, 2005, 189–191). In
o he wo ds, a dialogue can be conduc ed when impa ial, uncon-
s ained and non-pe suasi e ac s a e espec ed (c . Ge hmann,
2005, 191).
O e all, he Pa h2In eg i y lea ning p og amme was designed
om a de elopmen al pe spec i e o suppo socie al p og ess
by enabling he di e en a ge g oups o s and up o and
a gue in a ou o esponsible esea ch p ac ices and eli-
able esea ch esul s. The p ojec hus iden i ied he de elop-
men s ages o i s h ee di e en co e a ge g oups, namely
i) senio high school s uden s, ii) uni e si y s uden s, and iii)
ea ly ca ee esea che s and de eloped a so-called handbook
o ins uc ion o eache s o each o he h ee g oups. In o al,
he Pa h2In eg i y lea ning p og amme encompasses 27 lea n-
ing uni s, each o which is desc ibed in de ail on a lea ning
ca d. All ma e ials we e d a ed in an i e a i e p ocess o d a -
ing, using in eaching, collec ing eedback and ed a ing in
2019 and 2020 (P iess-Buchhei , 2020).
An empowe men app oach
INTEGRITY ocuses on he empowe men o s uden s and
ea ly ca ee esea che s, meaning ha ins ead o seeking com-
pliance, he p ojec ook he building o capaci ies o de ec ,
e lec and ac upon RI issues in academic and esea ch
p ac ices as a s a ing poin . The iew on empowe men is
inspi ed by F ei e’s Pedagogy o he Opp essed and has been
de eloped in he p ojec in o a compe ence p o ile o design,
de elop and es no el educa ional ools. The empowe men
app oach is based on h ee co e elemen s. Fi s , empowe -
ing s uden s is abou gaining con ol in he con ex in which
one is loca ed; hence he p ojec akes in o conside a ion
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ha s uden s pe cei e and expe ience academic in eg i y and
RI issues di e en ly h oughou hei ca ee . Consequen ly,
INTEGRITY’s ision and app oach ocused on he de elop-
men o eaching ools ha we e ailo ed o s uden s’ own
pe cep ions and needs conce ning academic and RI issues,
acco ding o hei schola ly le el and in hei own ield o
s udies, om uppe high school le els o ea ly ca ee esea ch-
e s. This was pe cei ed o be impo an because academic
and RI issues a e pe cei ed di e en ly in di e en disciplines
( o example, au ho ship cus oms di e om humani ies
o li e sciences). S uden s need o be able o de elop c i i-
cal hinking and au onomy, ha is, a e lec i e a i ude on hei
own p ac ices and expe iences. The e o e, s uden s should be
empowe ed o lea n wha academic and esea ch in eg i y
en ails, ollowing he de ini ions and p inciples s a ed in he
Eu opean Code o Conduc o Resea ch In eg i y (ALLEA,
2017), while, a he same ime, building capaci y o iden-
i y, c i ically e lec upon, and a oid ques ionable academic
and esea ch p ac ices and misconduc .
Second, o empowe lea ne s, i is impo an o ecognise
ha academic in eg i y and esea ch in eg i y issues o en
en ail g ey zones (Goddiksen e al., 2024), whe e he e is no
‘ igh ’ o ‘w ong’ app oach o answe . Thus, h ough di e -
en pedagogic app oaches en isioned in he de eloped eaching
modules, s uden s a e engaged in c i ical e lec ions and in e -
ac i e discussions o he g ey zones (e.g. loyal y con lic s;
Goddiksen e al., 2021).
Finally, empowe men s imula es a p o-ac i e a i ude in cou se
pa icipan s, helping hem o ac i ely add ess and deal wi h
in eg i y issues hey encoun e in hei s udies o esea ch
p ac ices.
Like Pa h2In eg i y, he INTEGRITY p ojec included high
school s uden s as a a ge g oup. Al hough his g oup o
pa icipan s may ha e limi ed expe ience, i should be empow-
e ed in academic in eg i y and RI esea ch in eg i y issues bo h
as po en ial u u e uni e si y s uden s and as u u e ci izens.
The unde lying p emise is ha RI alues no only suppo he
esponsible beha iou ha young s uden s would likely
pe pe ua e h ough hei academic li e, bu a e also key in empow-
e ing esponsible ci izens. High school s uden s a e a a cogni-
i e and emo ional de elopmen s age whe e hey a e building
hei own pe cep ions and opinions ega ding he socie y wi hin
which hey li e. Lea ning o o m opinions in an in o med
and e lec i e way is impo an o ecognise how hei deci-
sions migh impac hei academic ca ee and also mo e widely
hei ole wi hin socie y (Bishop & Szobo a, 2015; Ike &
Ande son, 2018).
A i ue e hics app oach
The VIRT²UE p ojec has designed a ain- he- aine p o-
g amme o eaching esea ch in eg i y using a i ue e hics
app oach. VIRT²UE ook he pe spec i e ha RI is an aspec
o p o essional compe ence and e hics, and he e o e a i -
ue e hics app oach is pa icula ly app op ia e o os e ing
RI amongs esea che s. The i ue app oach is guided by
A is o elian e hics and Macin y e’s mo al philosophy
(MacIn y e, 1981). Speci ic ad an ages o aking a i ue e h-
ics app oach o eaching RI ha e been ou lined in de ail else-
whe e (E ans e al., 2024; Pennock & O’Rou ke, 2017). These
include: 1) mo ing away om me e compliance o ules by
e lec ing on how o apply hem o speci ic ques ions – h ough
aining and p ac ice wi h eal-li e complex RI si ua ions;
2) s eng hening p o essional e hics – h ough e lec ion
on he goals and esponsibili ies o he p o ession and he
esea che quali ies ha suppo hem; 3) encou aging i ue
cul i a ion - by explici ly linking scien i ic i ues o he goods
ha a e in e nal o he p ac ice (such as p o iciency) and he
ends o he p o ession (in his case he ad ancemen o knowl-
edge); 4) os e ing a common e hos o science – h ough he
ecogni ion and in e nalisa ion o scien i ic i ues, and awa e-
ness o how hese ela e o he p inciples and p ac ices o
sha ed no ma i e guidance.
In addi ion o a i ue e hics app oach, he p og amme ounda-
ions include s imula ing a common e hos o science h ough
inc eased knowledge o he p inciples and p ac ices o he
Eu opean Code o Conduc o Resea ch In eg i y (ALLEA,
2017), lea ning by doing ( e lec ing an A is o elian app oach
o mo al lea ning) which is e lec ed in he design o he ain-
ing p og amme o eache s and in he p og amme’s indi idual
exe cises, and lea ne -cen ed eaching which is e lec ed in
he p og amme’s lea ning goals and in he p o ision o ma e-
ials ha can be selec ed acco ding o he a ge g oup (E ans
e al., 2021; E ans e al., 2024).
The VIRT²UE aining is a blended lea ning p og amme, con-
sis ing o a se ies o e-lea ning modules and pa icipa o y
exe cises. The e-lea ning modules a e designed o indi id-
ual lea ning and e lec ion, whe eas he pa icipa o y exe -
cises allow o g oup e lec ion on expe iences om p ac ice.
The concep ual/ heo e ical ounda ions o a e e lec ed in he
p og amme s uc u e and ma e ials in he ollowing ways:
Teaching on “ i ues”: The p og amme ollows bes each-
ing p ac ices o he cul i a ion o i ues, including di ec
ins uc ion on co e i ue concep s and e ms (Baeh , 2013;
Be kowi z & Bie , 2007) and he applica ion o knowledge
h ough e lec ion on one’s own cha ac e i ues, pa icula ly in
ela ion o speci ic mo ally ambiguous si ua ions (Baeh , 2013).
The VIRT²UE T T ( aining- he- aine ) p og amme he e o e
inco po a es bo h di ec ins uc ion ia he e-lea ning mod-
ules and e lec ion ela ed o speci ic si ua ions expe ienced
in he pa icipa o y exe cises.
S imula ing a common e hos o science: The p og amme de el-
ops awa eness o , and knowledge abou , he p inciples and p ac-
ices o he Eu opean Code o Conduc o Resea ch In eg i y
(ALLEA, 2017). Knowledge o he Eu opean Code o Con-
duc o Resea ch In eg i y is de eloped and es ed in he p o-
g amme’s e-lea ning modules. Applica ion o he co e p inciples
o good scien i ic conduc ( eliabili y, hones y, espec , and
accoun abili y) is, u he mo e, inco po a ed in o he p og amme’s
pa icipa o y exe cises.
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Open Resea ch Eu ope 2025, 5:301 Las upda ed: 22 NOV 2025
Lea ning by doing: The ‘lea ning by doing’ app oach is e lec ed
a di e en le els o he VIRT²UE p og amme. Fi s , ain-
e s expe ience he p og amme as pa icipan s, be o e lea n-
ing how o acili a e he p og amme hemsel es. Second, he
e-lea ning modules and pa icipa o y exe cises inco po a e
aspec s o ‘lea ning by doing’, pa icula ly g oup lea ning h ough
dialogue which is a he co e o he pa icipa o y exe cises.
Thi d, he pa icipan s a e equipped wi h s uc u ed e lec ion
ools ha hey can use o suppo decision making in hei own
esea ch p ac ice.
Lea ne -cen ed app oach: The lea ne -cen ed app oach is
e lec ed in he VIRT²UE T T p og amme’s lea ning goals,
modula ma e ials (which can be selec ed depending on he
needs o he a ge g oup), and emphasis on aine s applying a
lea ne -cen ed app oach in hei own eaching.
A cons uc i is case-based app oach
Resea ch e hics (RE) and RI bo h o m he ounda ion o
good science. While esea ch e hics add esses he design and
conduc o esea ch and he p o ec ion o human pa icipan s
and applica ion o e hical p inciples o di e en ields o s udy,
RI add esses esponsible conduc in acco dance wi h scien-
i ic no ms and alues. To his end, he Eu opean Ne wo k
o Resea ch E hics and Resea ch In eg i y (ENERI) p ojec
(www.ene i.eu) a ge ed expe s on esea ch e hics and in eg-
i y, p o iding ma e ials, aining, and ne wo king wi h a iew
o b idging esea ch e hics (RE) and RI. Themes ha expe s
deal wi h associa ed wi h RI include good scien i ic p ac-
ice, ques ionable esea ch p ac ices, esea ch misconduc ,
esponsible au ho ship, pee e iew, and whis leblowing, o
name a ew. Themes ha expe s on RE deal wi h include, o
ins ance, e hics e iew, he p o ec ion o human igh s, sa e y o
ials, in o med consen p ocedu es, esea ch wi h pa icipan s
unable o consen , and p o ec ion o animals. Comp ehensi e
and o e lapping issues in ol ing bo h RI and RE ela ed con-
side a ions in ol e, o example, da a managemen and da a
p o ec ion, open da a sha ing, open access, anspa ency, ai -
ness, eliabili y and c edibili y, and con lic o in e es . De elop-
ing and sha ing good p ac ices a ound hese bene i expe s in
bo h domains.
To do his, ENERI acili a ed sha ing expe iences h ough
communica ion and exchange; aining and capaci y building
and c ea ing an e-Communi y o expe s in esea ch e h-
ics and esea ch in eg i y. ENERI in ol ed exis ing ne wo ks,
p ojec s, and in as uc u es, and connec ed RE and RI expe s,
such as RI o ice s and membe s o RE commi ees, h ough
s akeholde wo kshops, aining ini ia i es and by building an
in eg a ed ne wo k o RE and RI expe s.
The ENERI Class oom (h ps://class oom.ene i.eu/) is a sel -
s udy online pla o m building on a cons uc i is iew o lea n-
ing ha ecognises he impo ance o lea ne s’ p io knowledge,
and lea ne agency, in he cons uc ion o new knowledge.
The ENERI Class oom lea ning objec i es a e ou lined o
each heme, he con en is s uc u ed along ecu ing ub ics
o cla i y and cogni i e suppo , and he e a e ac i a ing
case asks h ough which he lea ne p og esses s ep-by-s ep
sca olded by ques ions and p omp s. Cons uc i ism ocuses
on lea ning as knowledge cons uc ion wi h an emphasis on
s uc u e and cogni i e suppo (Jonassen, 1997). To lea n,
an indi idual mus be ac i ely cogni i ely engaged in he
lea ning p ocess (Maye , 2004). Sca olds in ol e a a ie y o
echniques ha g adually guide lea ne s o g ea e mas e y and
insigh building on p io s eps (Quin ana e al., 2004). In he
ENERI Class oom, his in ol es p og ession h ough he s eps
o e hical analysis (Mus ajoki & Mus ajoki, 2017). In he con-
ex o al eady expe lea ne s, as in he case o he ENERI
Class oom, he ole o sca olding is o widen he scope o pe -
spec i es and a une he lea ne o co e ques ions o esea ch
e hics and in eg i y a he expe le el, including leade ship
and esponsibili y.
Resea ch has shown ha expe -le el lea ne s may no bene i
om edundan ins uc ional guidance, because o he men al
ep esen a ions o he opic ha hey al eady ha e (Kalyuga
e al., 2003). Consequen ly, he ENERI Class oom p o ides a
limi ed amoun o ins uc ional guidance, mainly a s uc u e
o cogni i e suppo , and sca olded cases o ac i e engage-
men . Engaging wi h cases in esea ch e hics o in eg i y
has been shown o imp o e unde s anding o opics, suppo
e lec ion on heo y h ough p ac ice, and enhance unde s and-
ing o he con ex (e.g., Bu & King, 2012; Cla kebu n, 2002;
Fishe & Ku he , 1997; Rissanen & Lö s öm, 2014; Tammeleh
e al., 2019; Tammeleh e al., 2022) Cons uc i is iews o
lea ning ha e been c i icized o assuming sel - egula ion skills
and ini ia i e on behal o he lea ne , especially young and
inexpe ienced (Ki schne e al., 2006). Howe e , in he case
o expe s, he p ojec elied on an elabo a e le el o lea ne s’
own ini ia i e and sel - egula ion.
Me hod
We ook a deduc i e app oach, in which we analysed he
lea ning objec i es s a ed in he aining schemes o he ou
p ojec s. We applied quali a i e con en analysis as ollows:
We compa ed each lea ning objec i e o he le els o Bloom’s
axonomy ( e ised e sion, Ande son & K a hwohl, 2001;
K a hwohl, 2002), SOLO axonomy (Biggs, 1996; Biggs, 1999),
and he Taxonomy o Signi ican Lea ning (Dee Fink, 2003).
A lea ning objec i e could include mo e han one le el o axo-
nomic ca ego y. To ca ego ise he lea ning objec i es acco ding
o Bloom’s e ised axonomy, we used a lis o e bs ha
a e associa ed wi h di e en le els (Ande son & K a hwohl,
2001). Some e bs may be associa ed wi h a ious le els o
he axonomy, such as ‘explain’ (unde s and and analyse), and
‘ ela e’ (unde s and and apply). Consequen ly, he ca ego i-
sa ion had o be done in ela ion o he idea o lea ning ha he
objec i es we e in e p e ed o con ey a he han au oma i-
cally assigning a ca ego y based on he e b lis s. To ca -
ego ise he lea ning objec i es acco ding o SOLO axonomy,
hese we e ma ched wi h he desc ip ions o he i e SOLO
le els, namely p e-s uc u al, unis uc u al, mul i-s uc u al,
ela ional, and ex ended abs ac le el o unde s anding
(Biggs & Tang, 2007). To ca ego ise he lea ning objec i es
acco ding o he Taxonomy o Signi ican Lea ning, we used a
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Open Resea ch Eu ope 2025, 5:301 Las upda ed: 22 NOV 2025
simila e b cha (Dee Fink, 2003) as o Bloom’s axonomy.
Especially ega ding his axonomy, he lea ning objec i es ypi-
cally seemed o emb ace se e al ca ego ies o he axonomy
a once. This made sense as he axonomy is no hie a chi-
cal, bu ca ego ies can ea u e in pa allel. A o al o 46 lea ning
objec i es we e analysed.
To ensu e eliabili y o he analysis, all lea ning objec i es
acco ding o Bloom’s e ised axonomy, we e coded by wo
indi iduals, who amongs each o he ag eed upon he ca -
ego y i disag eemen ook place. The ca ego isa ions applying
SOLO and Signi ican Lea ning we e all done by one au ho
ex e nal o he p ojec s, which may ha e inc eased objec i -
i y o he analysis, and e i ied by ano he ( om wi hin a
p ojec ).
The esea ch did no in ol e human pa icipan s. The da a con-
sis s o publicised lea ning objec i es o he ainings and
ma e ials p oduced in ou Eu opean Union - unded p ojec s.
Resul s
Be o e desc ibing he esul s o he analysis o lea ning
objec i es, we summa ise key ea u es o he ainings. Theo-
e ical unde pinnings o he in ol ed p ojec s ela e o he
pedagogical heo ies o F ei e’s emancipa o y pedagogy
and o cons uc i ism, while one o he p ojec s akes i s poin
o depa u e in e hical heo ies, namely i ue e hics. The peda-
gogical app oaches in ol e empowe men , dialogical app oach,
expe ien ial case-based g oup lea ning app oach, and a
case-based app oach (Table 1). Mo e speci ically, he p ojec s u i-
lise s o y elling, ole-play, cons uc i e ag eemen , collabo a ion
Table 1. Theo e ical unde pinnings, pedagogical app oaches, eaching me hods, a ge g oups, modali ies, and du a ion.
P ojec INTEGRITY Pa h2In eg i y VIRT2UE ENERI Class oom
Theo e ical
unde pinnings
F ei e’s Pedagogy o he
Opp essed
Cons uc i ism Vi ue e hics Cons uc i ism
Pedagogical
app oach
Empowe men Dialogical app oach Expe ien ial, case-based g oup
lea ning p ocesses
Case-based app oach
Me hod Dialogical me hods such
as case scena ios o
g oup discussion/deba e
and indi idual e lec ion
Dialogical me hods such
as s o y elling, ole-
play, and coming o an
ag eemen
Bo h indi idual and g oup lea ning
by means o dialogue
Sel -s udy wi h
sca olded cases
Ages/
esea che
s ages a ge ed
S a ing om uppe
seconda y school le el
(i.e., 17–18 yea s) o
uni e si y le el (bachelo
and PhD s uden s)
S a ing om 16 yea s
/ seconda y school
s uden s, bachelo ’s and
mas e ’s s uden s, ea ly
ca ee esea che s
Ac i e esea che s including
Mas e s’ s uden s, PhD candida es,
ea ly ca ee and senio esea che s
New and expe ienced
membe s o esea ch
e hics commi ees
and esea ch in eg i y
boa ds.
Online/
asynch onous
aining
ma e ial
Online games (In eg i y
games) & online cou se
o PhD s uden s
(MOOC)
Lea ning uni s in
E-Lea ning Cou ses
(digi al lea ning ca ds,
handbooks), Blended
Lea ning, in e na ional
online wo kshops, P2I
campaign wi h ole-
models
E-lea ning modules, suppo i e
ma e ials ( eading and ideos), and
de ailed ins uc ions o pa icipan s
and acili a o s o he aining
a ailable ia online eaching guides
Thema ically
s uc u ed online
lea ning uni s
O line/
ace2 ace/
synch onous
aining
ma e ial
Modules wi h gami ied
case scena ios (boa d
game o high school
s uden s)
Lea ning uni s in
lea ning ca ds and
handbooks
Pa icipa o y exe cises ia Modules
and aining manual
Thema ically
s uc u ed lea ning
uni s
Du a ion o
asynch onous
aining
n/a 90–120 Minu es pe
lea ning uni
36 hou s (4 hou s e-lea ning modules
+ 7 hou s p epa a o y assignmen s
+ 25 hou s p ac icing pa icipa o y
exe cises in own se ing)
n/a
Du a ion o
synch onous
aining
n/a 90–120 Minu es pe
lea ning uni
24 hou s (16 hou s i s session + 8
hou s inal session)
n/a
Openly
a ailable:
Yes
h ps://h2020in eg i y.
eu/ oolki /
Yes
h ps://www.
pa h2in eg i y.eu/ i-
ma e ials
Yes
h ps://embassy.science/wiki/
Guide:Bbe860a3-56a9-45 7-b787-
031689729e52
Yes
h ps://class oom.
ene i.eu/
Ce i ica e Yes ( o PhD cou se) Yes Yes No
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Open Resea ch Eu ope 2025, 5:301 Las upda ed: 22 NOV 2025
and e lec ion, and sca olded sel -s udy as me hods o
eaching/lea ning. Ta ge g oups ange om uppe seconda y
school o RE and RI expe s.
Pa h2In eg i y and VIRT²UE u ilise ac i a ing, engaging and
collabo a i e me hods. The ENERI Class oom is mean o
sel -s udy and is less gea ed owa ds social and collabo a i e
lea ning. Howe e , while he emphasis in he o he wo p ojec s
is mo e on social cons uc i is ideas o lea ning, ENERI
Class oom implemen s cons uc i is ideas h ough he use o
lea ning objec i es suppo ed by s uc u ed con en and com-
plemen ed wi h ac i i ies ha suppo engagemen wi h he
con en . INTEGRITY applies bo h cons uc i is and social
cons uc i is -based me hods. Two o he p ojec s, namely
INTEGRITY and Pa h2In eg i y, o e cou ses o seconda y
s uden s in line wi h he ecommenda ion ha aining should
begin ea ly on (T yon, 2000; Zucche o, 2008).
Pa h2In eg i y, VIRT²UE, and ENERI Class oom o e lea n-
ing uni s o modules a ailable o use online, o line and/o in
ace- o- ace eaching con ex s. Pa h2In eg i y and VIRT²UE
o e aining manuals o handbooks o acili a o s. Pa h2In eg-
i y o e s a wide ange o ma e ials ha can be used in
di e en o ma s o aining and adap ed acco ding o need.
Assessmen o lea ning akes place mainly h ough e lec ion,
and sel -assessmen and in he ainings ha build on ace- o-
ace o con ac eaching, he collabo a i e p ocesses acili a e
eedback om pee s. Collabo a ion allows lea ne s o gain
eedback on hei e hical decision making (McCo mack &
Ga an, 2014). Feedback on he sus ainabili y o one’s e hical
easoning is a key pedagogical elemen acili a ing he lea ning
(Rissanen & Lö s öm, 2014). Th ee p ojec s o e ce i ica ion
as a o mal acknowledgemen o comple ed aining.
Pa h2In eg i y lea ning objec i es
The aining de eloped in Pa h2In eg i y a ge ed seconda y
school s uden s, bachelo ’s and mas e ’s s uden s, and ea ly
ca ee esea che s. The lea ning objec i es we e analysed depend-
ing on whe he hey ep esen a social (Table 2) o an indi-
idual (Table 3) dimension, as bo h we e conside ed ele an
in he dialogical app oach pe mea ing all objec i es.
INTEGRITY lea ning objec i es
The aining de eloped in his p ojec a ge ed seconda y school,
unde g adua e and g adua e le el lea ne s. Fo he second-
a y school s uden s, a aining cou se wi h nine modules was
de eloped, including opics ha may be pa o he high school
cu iculum (subjec o na ional a ia ion), such as echnol-
ogy, music, animal expe imen a ion, and space explo a ion.
Each module con ained a heo e ical sec ion o p esen he
concep s ha s uden s should lea n abou esea ch in eg-
i y and esponsible conduc o esea ch (RCR), ollowed by
a p ac ical ac i i y including dilemma cases and ole play o
s uden s o wo k in g oups (Table 4). The combina ion o
heo e ical and p ac ical ac i i ies was in ended o b ing abou
empowe men in wo ways, namely h ough knowledge-
acquisi ion and enac ing upon he knowledge.
Table 2. Pa h2In eg i y lea ning objec i es wi h a social dimension.
Lea ning objec i e Bloom’s
e ised
Taxonomy
SOLO
Taxonomy
Taxonomy o
Signi ican
Lea ning
Pedagogical unde pinnings
1. Explain and jus i y you
a gumen / no m/ pu pose
(when you a e asked)
Unde s anding
and e alua ing
Rela ional Founda ional
knowledge/
In eg a ion/
Human Dimension/
Ca ing
Raise awa eness by dialogical app oach:
This objec i e se s he g ound o a dialogical
se ing. Knowledge mus be displayed,
explained, and jus i ied i someone’s asking
o i . This means o deep di e in o you own
a gumen / no m/ pu pose and e lec on i .
This leads o a be e unde s anding o one’s
own knowledge.
2. Accep ambigui y: accep
di e en a gumen s/ no ms/
pu poses om he dialogue
Unde s anding Rela ional Human Dimension/
Applica ion/
Ca ing
Dialogical app oach: Ge ing in ol ed in he
a gumen s/no ms/pu poses o o he s.
3. Re lec on you
unde s anding o wha o he s
a e saying and conside how
you a e being unde s ood
Analyzing Rela ional Human Dimension/
Ca ing/
In eg a ion
Dialogical app oach: Making su e o
unde s and o he s and o be unde s ood by
o he s. Exchange unde s anding wi h o he s.
4. Adjus a gumen s/ no ms/
pu poses oge he wi h he
dialogue g oup and/o o
he a ge g oups
Applying Ex ended
abs ac
Human Dimension/
In eg a ion/
Lea ning o lea n/
Ca ing
Dialogical app oach: Find a common
unde s anding wi h o he s.
5. Suppo he bes a gumen s
and solu ions a ising in
he dialogue ega dless o
whe he hey a e you own o
ha o o he s
Analyzing and
applying
Rela ional Lea ning o lea n/
Ca ing/
Human Dimension/
Applica ion
Dialogical app oach: Don’ s ick o an
a gumen /no m/pu pose i you know be e ,
don’ le socioeconomic s a us decide wha a
good a gumen is.
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Figu e 3. Summa y o he le els o unde s anding suppo ed by he ou aining app oaches.
Figu e 4a–c. Summa y o he le els o unde s anding suppo ed by he ou aining app oaches acco ding o h ee
axonomies.
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all bu he cons uc i is case-based app oach (Figu e 4b).
Founda ional knowledge (Signi ican lea ning axonomy) ea-
u es ela i ely equen ly among all app oaches excep o he
dialogical app oach, in which he accumula ion o objec i es
lands on he human dimension and ca ing (Figu e 4c). These
dimensions appea highly ele an conside ing he na u e o
dialogic lea ning. Simila ly, lea ning- o-lea n ea u es ela-
i ely equen ly among he objec i es o VIRT²UE. Lea ning
compe encies in ol e e lec ion, which was also s ongly p esen
in he VIRT²UE aining. While unde s anding and applying
a e equen ly eoccu ing, his appea s o be seen as a p e-
equisi e o u he lea ning o ake place. This is pa icu-
la ly e iden in he empowe men , dialogical and cons uc i is
case-based app oach. In he i ue-e hics based app oach,
unde s anding is sligh ly less p ominen , bu his may be
because he di ision o lea ning objec i es le els ou a bi
mo e o e all le els o Bloom’s e ised Taxonomy.
We do no ega d he le els o he lea ning objec i es o be
pe inen ea u es o speci ic app oaches, bu me ely demon-
s a e how each app oach can and indeed has conside ed he
a ious axonomic le els. The e a e also di e ences in how
he a ious le els a e conside ed. Fo example, he empowe -
men app oach has a s onge emphasis on objec i es aimed
a acili a ing lea ne s’ e alua i e compe encies han he o he
app oaches. The dialogical app oach eme ges as success ul in
inco po a ing objec i es aimed a acili a ing analysis.
Conclusions
The ou RI ainings a e unde pinned by ei he a cons uc i -
is o a socio-cons uc i is unde s anding o lea ning; hey
implemen ac i a ing and engaging lea ning ac i i ies, some-
imes in collabo a ion wi h o he s, and hey ha e elabo a ed
objec i es ega ding lea ning. They all, i espec i e o peda-
gogical unde pinnings, emphasise high-o de objec i es. The
highes le el, acco ding o bo h Bloom’s and SOLO Taxon-
omy, is no ha equen , bu i is p esen in all ou pedagogi-
cal app oaches and o all aining a ge g oups. Rela ional
unde s anding - he second highes le el acco ding o SOLO –
ea u es equen ly. Simila ly, uppe mid-le el objec i es acco d-
ing o Bloom’s Taxonomy a e also ela i ely equen . This
sugges s ha lea ning objec i es manage o con ey elabo a e
ideas o he le el o unde s anding (as iewed h ough SOLO)
sough h ough he ainings bu a e sligh ly less elabo a e on
he in en ions o wha lea ne s a e expec ed o do wi h he
knowledge (Bloom’s). The Taxonomy o Signi ican Lea n-
ing adds alue by making objec i es ela ed o he human
dimension, ca ing and lea ning- o-lea n isible. Such lea ning
objec i es b ing o h a ec i e and e lec i e objec i es, which
a e ele an o he lea ning o in eg i y and e hics bu may no
always be emphasised as in ended lea ning ou comes. Some
e hical decision-making models (e.g., Bebeau e al., 1999;
Bu e ield e al., 2000; Haid , 2001) emphasise he impo -
ance o emo ions as a complemen o a a ional cogni ion and
decision-making.
Based on he esul s, we ha e iden i ied he ollowing impli-
ca ions o aining design and ecommenda ions o aining
de elope s:
• The ainings analysed a e based on di e se and elabo-
a ed pedagogical concep ions, which a e ope a ionalised
h ough explici ly spelled-ou lea ning objec i es. The
analysis sugges s ha axonomies a e applicable o a i-
ous pedagogical unde pinnings and can help aine s
o communica e he objec i es o aining and lea ne s
o ela e hei expec a ions o he objec i es.
• T aining de elope s ha e a a ie y o axonomies a
hei disposal, and less commonly applied axonomies in
he con ex o in eg i y aining, such as he Taxonomy
o Signi ican Lea ning (Dee Fink, 2003) can help o
iden i y ele an lea ning objec i es bo h o aine s as
well as lea ne s.
• When de eloping aining, i is ad isable o pay mo e
a en ion o lea ning objec i es dedica ed o os e he
highes le els o unde s anding and he meaning ul
use o knowledge gained.
• When employing axonomies o se lea ning objec i es
and assess lea ning, i is undamen al ha he aining
acili a es highe -o de hinking, ha is, while he ain-
ing may be a ge ed a a ious g oups, such as high-
school s uden s o senio esea che s, high-o de hinking
can always be s imula ed a an app op ia e le el, as
shown by he analysis o he ainings.
• Resea ch cul u es and disciplina y di e ences a e gen-
e ally no explici ly spelled ou a he le el o lea ning
objec i es. The e is a isk ha bo h aine s and pa -
icipan s make assump ions abou cul u es and con ex s
and spelling hese ou may p e en misalignmen o
expec a ions.
• The ainings add ess lea ning objec i es ha aim o
p o ide he lea ne s wi h he skills and knowledge ha
enable hem, and an a i ude ha mo i a es hem, o
na iga e di icul si ua ions hey may encoun e while
pe o ming esea ch. This implici ly ells us he ain-
ing de elope s o each o hese ainings conside he
esea ch en i onmen o be challenging and no au o-
ma ically os e ing esponsible esea ch p ac ices.
The e o e, we need ainings such as hese ou aining
p og ams.
• Mo eo e , i is necessa y ha a la ge numbe o esea ch-
e s and o he s in ol ed in esea ch pa icipa e in
such aining, so ha hey can oge he na iga e dilem-
mas in hei esea ch endea ou and c ea e a esponsible
esea ch en i onmen . One may hink o i as c ea ing
‘he d immuni y’ by aining many s akeholde s in
esea ch. The ainings use dialogical me hods and g oup
lea ning, which con ibu e o he sha ed esponsibili y
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o os e a esponsible esea ch en i onmen . Addi ion-
ally, by aining aine s and expe s, he VIRT²UE and
ENERI ainings also con ibu e o building a cul u e
o in eg i y.
The e a e limi a ions in his esea ch. A limi a ion is ha we
ha e been ou sel es in ol ed in hese p ojec s and ha e engaged
in his analysis in a sel - e lec i e manne , howe e , i is
possible ha we a e biased in how we see ou p ojec s. The ac
ha we ha e wo ked collabo a i ely and in anspa en man-
ne is likely o alle ia e some o he po en ial bias, bu we
canno en i ely ule ou in e p e a ions made in a ou o ou
own iews. The e o e, applying also ano he app oach in wo
analyses (SOLO, Signi ican Lea ning) u ilising he expe ise
o an indi idual ex e nal o he p ojec s may ha e u he
dec eased bias. Fu he mo e, he selec ion o aining is lim-
i ed o hose de eloped wi hin he ame o ou la ge-scale
Eu opean p ojec s unded unde he Eu opean Union’s Ho i-
zon 2020 esea ch and inno a ion p og amme. We ecog-
nise ha he e a e o he p ojec s, which ha e o a e cu en ly
de eloping aining ma e ials o esea ch e hics and in eg-
i y ha ha e no been included in his analysis. The inclu-
sion o a b oade ange o aining may ha e b oadened he
scope o he esul s. Indeed, a opic o u he esea ch in ol es
he analysis o how he concep ions o eaching and lea n-
ing RI ha e e ol ed ac oss Eu opean Union unding p og ams
e lec ing a ious de elopmen needs a a ious poin s o ime.
Decla a ions
E hics and consen
E hical app o al and consen we e no equi ed.
Da a a ailabili y
The da a consis s o publicised lea ning objec i es o he ain-
ings and ma e ials p oduced in ou Eu opean Union- unded
p ojec s. The lea ning objec i es can be ound on he websi es
o he ou p ojec s:
• Pa h2In eg i y: h ps://lea ning-p2i.eu/
• INTEGRITY: h ps://embassy.science/wiki/Guide:39eb092a-
b4be-41a3-a070-872cb bcc6ca
• VIRT²UE: h ps://embassy.science/wiki/Guide:Bbe860a3-
56a9-45 7-b787-031689729e52
• ENERI: h ps://class oom.ene i.eu/
Acknowledgmen s
The INTEGRITY p ojec has ecei ed unding om he
Eu opean Union’s Ho izon 2020 esea ch and inno a ion
p og amme unde g an ag eemen numbe 824586.
The Pa h2In eg i y p ojec has ecei ed unding om he
Eu opean Union’s Ho izon 2020 esea ch and inno a ion
p og amme unde g an ag eemen numbe 824488.
The VIRT2UE p ojec (Vi ue based e hics and In eg i y o
Resea ch: T ain- he-T aine p og amme o Upholding he
p inciples and p ac ices o he Eu opean Code o Conduc o
Resea ch In eg i y) has ecei ed unding om he Eu opean
Union’s Ho izon 2020 esea ch and inno a ion p og amme
unde g an ag eemen numbe 787580.
The ENERI p ojec (Eu opean Ne wo k o Resea ch E hics and
Resea ch In eg i y) has ecei ed unding om he Eu opean
Union’s Ho izon 2020 esea ch and inno a ion p og am unde
g an ag eemen numbe 710184.
The analysis was comple ed and manusc ip inalised o sub-
mission wi h wo k pa ly pe o med unde he p ojec Beyond
Bad Apples: Towa ds a Beha iou al and E idence-Based
App oach o P omo e Resea ch E hics and Resea ch In eg i y
in Eu ope, which has ecei ed unding unde he Eu opean
Union’s Ho izon Eu ope esea ch and inno a ion p og amme,
g an ag eemen numbe 101094714.
The au ho s would like o hank Daniel Pizzola o and
Eugenijus Ge enas o hei suppo du ing he w i ing p ojec .
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In eg i y Founda ion. (Si e iewed Feb ua y 2, 2025), 2017.
Re e ence Sou ce
Widde sho en G, Solbakk J: Dialogue e sus deba e. Embassy o Good
Science, 2019; Re ie ed June 27, 2024.
Re e ence Sou ce
Zucche o RA: Can psychology e hics be in eg a ed in o in oduc o y
psychology? J Acad E hics. 2008; 6: 245–257.
Publishe Full Tex
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Open Pee Re iew
Cu en Pee Re iew S a us:
Ve sion 1
Re iewe Repo 22 No embe 2025
h ps://doi.o g/10.21956/open eseu ope.22532. 62502
© 2025 Ib ahim M. This is an open access pee e iew epo dis ibu ed unde he e ms o he C ea i e
Commons A ibu ion License, which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium,
p o ided he o iginal wo k is p ope ly ci ed.
Maha Emad Ib ahim
Suez Canal Uni e si y, Ismailia, Ismailia Go e no a e, Egyp
This a icle analyzes 4 EU p ojec s ha ocus on eaching esea ch in eg i y using 4 di e en
me hodological app oaches. The analysis is quali a i e in na u e and u ilizes 3 ypes o lea ning
axonomies.
I ind he a icle well w i en, he conclusions a e suppo ed by he analysis. The ecommenda ions
a e insigh ul hope ully gi ing he Ho izon 2020 a oadmap o u u e RI p ojec s.
I would ecommend u u e esea ch o add ess how hese lea ning objec i es ansla e o esul s
o lea ne s based on da a p o ided a e p ojec implemen a ion ia M&E o o he o e sigh da a.
This will p o ide a esul s-based analysis ha when linked wi h his one will gi e an imp ession o
how hese lea ning objec i es ope a e on he g ound.
Is he wo k clea ly and accu a ely p esen ed and does i engage wi h he cu en li e a u e?
Yes
Is he s udy design app op ia e and is he wo k echnically sound?
Yes
A e su icien de ails o me hods and analysis p o ided o allow eplica ion by o he s?
Yes
A e all he sou ce da a and ma e ials unde lying he esul s a ailable?
Yes
I applicable, is he s a is ical analysis and i s in e p e a ion app op ia e?
No applicable
A e he conclusions d awn adequa ely suppo ed by he esul s?
Yes
Open Resea ch Eu ope
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Compe ing In e es s: No compe ing in e es s we e disclosed.
Re iewe Expe ise: Resea ch E hics, including Resea ch in eg i y
I con i m ha I ha e ead his submission and belie e ha I ha e an app op ia e le el o
expe ise o con i m ha i is o an accep able scien i ic s anda d.
Re iewe Repo 31 Oc obe 2025
h ps://doi.o g/10.21956/open eseu ope.22532. 62501
© 2025 Ea on S. This is an open access pee e iew epo dis ibu ed unde he e ms o he C ea i e Commons
A ibu ion License, which pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he
o iginal wo k is p ope ly ci ed.
Sa ah Elaine Ea on
Uni e si y o Calga y, Calga y, Canada
The esea che s analyze ma e ials and aining con en om ou EU- unded p ojec s ocused on
esea ch in eg i y. The da a o his p ojec a e he aining ma e ials, which we e analyzed om a
dialogical, empowe men , i ue e hics and cons uc i is case-based app oach. Resul s showed
ha he aining ma e ials adop ed ei he a cons uc i is o socio-cons uc i is app oach o
lea ning and emphasize highe -o de lea ning objec i es. Recommenda ions o de eloping
aining ma e ials a e included based on esul s. The indings om his esea ch could ha e
signi icance o he u u e de elopmen o esea ch in eg i y aining ma e ials.
Re e ences
1. Lö s öm E, Lindemann T, Blom F, E ans N, e al.: Fos e ing Resea ch In eg i y h ough T aining:
The aining ma e ials o ou EU- unded p ojec s h ough he lens o pedagogical unde pinnings
and h ee axonomies o lea ning. Open Resea ch Eu ope. 2025; 5. Publishe Full Tex
Is he wo k clea ly and accu a ely p esen ed and does i engage wi h he cu en li e a u e?
Yes
Is he s udy design app op ia e and is he wo k echnically sound?
Yes
A e su icien de ails o me hods and analysis p o ided o allow eplica ion by o he s?
Yes
A e all he sou ce da a and ma e ials unde lying he esul s a ailable?
Yes
I applicable, is he s a is ical analysis and i s in e p e a ion app op ia e?
No applicable
A e he conclusions d awn adequa ely suppo ed by he esul s?
Open Resea ch Eu ope
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Yes
Compe ing In e es s: No compe ing in e es s we e disclosed.
Re iewe Expe ise: academic in eg i y, esea ch in eg i y, esea ch e hics, e hics
I con i m ha I ha e ead his submission and belie e ha I ha e an app op ia e le el o
expe ise o con i m ha i is o an accep able scien i ic s anda d.
Open Resea ch Eu ope
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