We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and possibilities of using this framework within MBE research, we report a case study to demonstrate the feasibility and benefits of RRI within an MBE context. This case study entails developing an educational intervention to improve learners' sense of agency regarding their own learning processes using neurofeedback. Using RRI, we found that societal stakeholders (teenagers, parents, and teachers) anticipate different potential impacts of this neurotechnology‐based intervention than researchers did, enabling us to adapt the intervention according to these perspectives. This example demonstrates that RRI enables researchers to be reflexive and responsive to the stakeholders needs and values, to ultimately improve the educational and societal value of MBE research.

Synthetic biology is an emerging scientific field where engineers and biologists design and build biological systems for various applications. Developing synthetic biology responsibly in the public interest necessitates a meaningful societal dialogue. In this article, we argue that facilitating such a dialogue requires an understanding of how people make sense of synthetic biology. We performed qualitative research to unravel the underlying dynamics of problem setting and framing in citizen discussions on synthetic biology. We found that most people are not inherently for or against synthetic biology as a technology or development in itself, but that their perspectives are framed by core values about our relationships with science and technology and that sensemaking is much dependent on the context and general feelings of (dis)content. Given that there are many assumptions focused on a more binary idea of the public’s view, we emphasize the need for frame awareness and understanding in a meaningful dialogue.

Playfulness supports people in learning. This study synthesizes a framework for playfulness for one particular type of learning: responsible research and innovation (RRI) reflection processes. Playfulness design elements were extracted from literature about playfulness in various learning and reflection contexts, by inductive coding of playfulness conceptualizations, playful tool(s) descriptions and their effects. We extracted four activity principlesnarration, imagination, action-reflection and co-creationand three playfulness process requirementsexperimentation space, focus and stimulating guidance. Due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Last, their suitability for adults, offline and hybrid reflection processes require further investigation. We translate each playfulness design element into the context of RRI reflection processes and advise on how to use them in designing playful reflection processes, which can prove their anticipated fruitfulness. Nevertheless, due to the utilized database search queries, important articles about RRI reflection processes are possibly overlooked. Also, overlaps between the design elements and gamification may exist. Therefore, their suitability for adults, offline and hybrid reflection processes require further investigation.