Controversies and scandals as an RRI teaching and learning tool: beyond inspiring

The transition from undergraduate to PhD student in STEM disciplines is a key point for introducing RRI, as we see a natural increase in responsibility and a shift to active research. In this study, one lecturer and eleven STEM PhD students reflect on our experiences of learning about RRI and explore how controversies and scandals can be used for teaching, through reflective essays and discussions of nine controversies and scandals. Thematic analysis was used to highlight key challenges in learning about RRI in our context, map the case studies against an RRI framework, and identify four ways to view RRI when learning as a PhD student in STEM: (1) starting point, (2) developing research identity, (3) communities of research and innovation, and (4) bigger picture. We suggest there are rich learning opportunities within studying such cases that go beyond the obvious ‘inspiring and eliciting interest’.