Background Open Science (OS) and Responsible Research and Innovation (RRI) are increasingly converging under the concept of Open RRI, which integrates openness with inclusivity, responsibility, and societal engagement. Strengthening researcher skills in this area requires a clear understanding of existing training provision. This study presents findings from the Horizon Europe project PATTERN, which mapped and assessed Open RRI training resources across Europe. Methods A mixed-methods approach was applied, combining desk research, surveys, semi-structured interviews, data workshops, and mutual learning events. In total, 571 training resources were identified and analysed across eight skill areas: Open Access; FAIR Data; Citizen Science; Research Integrity; Gender, Non-discrimination, and Inclusion; Dissemination and Exploitation; Science Communication; and Management and Leadership. A subset of resources was further evaluated using defined quality criteria. Results The mapping reveals a fragmented and uneven training landscape, with a strong predominance of introductory-level resources and limited provision for intermediate and advanced learners. Training is often generic and lacks contextualisation, with gaps in inclusivity, multilingual provision, and local adaptation. Quality assessment highlights strengths such as modular design, open licensing, and the use of active learning approaches. However, recurring challenges include limited accessibility, unclear pathways for reuse, and difficulties in implementation and long-term sustainability. Key thematic gaps include intersectionality, policy engagement, supervision ethics, and the integration of indigenous and local knowledge. Conclusions Despite growing availability of training resources, significant gaps remain in scope, depth, and inclusivity. Addressing these challenges requires improved coordination, expansion of advanced and context-sensitive training, enhanced multilingual accessibility, and stronger integration into curricula and institutional practices to support sustainable Open RRI capacity building.

This article delves into the mental health crisis in academia, highlighting the challenges associated with the growing cases of psychological problems among academic employees and Early-Career Researchers (ECRs). We demonstrate how the Researcher Mental Health Observatory (ReMO) community addressed these issues through networking, awareness raising, and advocating for actions to nurture a supportive work environment and remove stigma from mental health problems. Moreover, we highlight the role of institutions in promoting mental health, showcase instruments to collect data on academic working conditions, and discuss initiatives like the well-being ambassador programme aimed at supporting ECRs in their career development and mental well-being. Additionally, we touch upon the importance of self-care behaviours and peer support in academia. We conclude by highlighting the ongoing discussions on mental health, well-being, and healthy academic working environments, underscoring the long-lasting impact of the ReMO community’s efforts in the European academic world.

After a long period of relative neglect, the mental well-being and the mental health of researchers and employees in academia are increasingly entering the limelight. The growing body of evidence suggests that a high number of doctoral researchers work under elevated levels of stress and frustration, and that this has a significant impact not only on their personal health and research output, but also on their future career development. In this paper, therefore, we first discuss what a dystopian and a utopian learning journey of early career researchers may look like from a well-being perspective. Subsequently, and based on extensive dialogues with more than 250 researchers and professionals active in the researcher mental health domain, we highlight a number of key focal points that both early career researchers, their supervisors, and institutions alike should consider when it comes to planning and delivering mental health oriented educational activities for doctoral researchers.

The principle of droplet-based microfluidics was used for the characterization of dose/response functions of the soil bacteria Rhodococcus sp. and Chromobacterium vaccinii using a combination of optical and electrical sensors for the detection of bacterial growth and metabolic activity. For electrical characterization, a micro flow-through impedance module was developed which assessed the response of bacterial populations inside 500 nL fluid segments without direct galvanic contact between the electrodes and the electrolyte. It was found that the impedance sensor can detect an increase in cell density and is particularly suited for monitoring the metabolic response due to changes in the cultivation medium inside the separated fluid segments. Due to this sensitivity, the sensor is useful for investigating growing bacteria or cell cultures in small fluid compartments and obtaining highly resolved dose-response functions by microfluid segment sequences. The impedimetric data agree well with the optical data concerning the characteristic response of bacteria populations in the different concentration regions of heavy metal ions. However, the sensor supplies valuable complementary data on metabolic activity in case of low or negligible cell division rates.