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.

Background: To prepare students to become productive 21 st century citizens, universities have to be more engaged with society. Shifting towards community service learning (CSL) enables students to participate in, and reflect on, services that both benefit the public and also contribute to their own learning. There has been considerable research conducted on the improved student competencies, both academic and personal, resulting from CSL. There is, however, no consensus on how to integrate CSL into courses successfully, owing to the diverse contextual factors that influence implementation. Purpose: By means of conducting a review, this study aimed to establish general design principles to help guide course coordinators in implementing CSL in their academic courses. Design and methods: A systematic review was conducted of articles describing the implementation of CSL in academic courses within various disciplines. Implementation elements and principles were extracted from the articles and inductively grouped together, thereby identifying various design principles. Findings: Our analysis of the literature highlighted three steps that, according to the literature, are important in the implementation of CSL: (1) aligning course objectives and format; (2) establishing a relationship with the community partner; and (3) defining a reflection and evaluation strategy. We found that the nature of the design principles and specific approaches underlying these implementation steps should depend on the students' capabilities, which include their pre-CSL experiences. Conclusion:The implementation steps and underlying design principles uncovered by this review may help guide and support course coordinators in their efforts to integrate CSL in their academic courses. The diverse range of design principles makes it possible to acknowledge students' pre-CSL experiences and, thus, construct appropriate scaffolding, which is necessary for students to attain the improved academic and personal competencies envisaged through CSL, and ultimately to become productive 21 st century citizens.

Universities are under increasing pressure to become more and better involved in society as part of their third mission, to which Community Service learning (CSL) can contribute. To date, most CSL projects are mono-disciplinary, single courses, often of a short-term nature. In order to address the increasingly complex problems facing society, there is a need to adopt multi–and interdisciplinary CSL approaches that allow for a range of perspectives. The article describes and analyzes how a thematic CSL approach was initiated at the VU Amsterdam starting from the needs of a local community. Once loneliness was identified as an important and relevant issue, the approach evolved in order to include multiple courses and internships from different programs offered by two faculties and various stakeholders and community organizations. Taking an action–research approach, the CSL team evaluated the process of its development, outcomes and contributions, as well as possible benefits and considerations. In addition to more tangible outcomes arising from many student projects, the approach assists in building new community networks, supports project continuity, deepens knowledge, encourages new collaborations, reduces CSL-created workload and finally increases student development, motivation and sense of ownership. Overall, it can be concluded that the thematic approach can contribute to addressing complex problems as it allows for multidisciplinary collaborations while not imposing too great a burden on the established curriculum. This makes the thematic CSL approach a valuable stepping stone in advancing CSL in universities, and so contribute to fulfilling their third mission.

Purpose To properly address complex sustainability issues, higher education institutes (HEIs), such as universities, need to implement innovative educational programmes that adhere to transdisciplinary principles. This study aims to contribute to the understanding of how to do so across and beyond a university. Design/methodology/approach This study presents a module comprising two courses, the first of which centres on the identification of sustainability issues in student-led multi-actor dialogue sessions and the second on addressing those sustainability issues through interdisciplinary collaboration among master’s students who are at the same time also working on their own thesis. The authors conducted continuous evaluations during the first two pilot years, including community (partners), faculty and student perspectives. Findings The authors found that the module was successful in training students for inter- and transdisciplinarity. Moreover, high levels of commitment were observed from a diverse range of students and faculty across one HEI as well as positive responses from the community (partners) involved in the module. Further improvements of the module rely on active buy-in from programme directors and ensuring continuous collaboration throughout the co-creation process by streamlining the translation of the issues into manageable research projects with specific research questions. Practical implications This study provides inspiration and lessons on how to implement university-wide inter- and transdisciplinary module into higher education. Originality/value The module is innovative in combining university-wide and interdisciplinary learning with and transdisciplinary learning through long-term, co-creational collaboration within and beyond the university.