Teaching Responsible and Ethical Conduct of Research in U.S. Higher Educational Institutions: A Scoping Review

Ethical and responsible research conduct is central to maintaining the integrity of scientific inquiry. Yet, many U.S. higher education institutions face persistent challenges in building the capacity and expertise needed to deliver effective training in the Responsible and Ethical Conduct of Research (RECR) and Research Mentorship (RM). To examine current practices and identify effective instructional strategies, we conducted a scoping review of RECR and RM education for STEM researchers across U.S. higher education institutions. Following PRISMA-ScR guidelines, we systematically searched for peer-reviewed studies published between 2015 and 2025, identifying 59 studies that met the inclusion criteria. Data management, mentorship, Institutional Review Board (IRB) procedures, and publication ethics emerged as the most frequently addressed topics, whereas complex and emergent areas, such as foreign influence, data privacy, and international or community-engaged research, were rarely covered. Active learning approaches, including reflective writing, case studies, and structured discussion, were consistently described as more effective in promoting ethical understanding than passive, compliance-oriented methods such as online modules or lectures. Many programs were multi-modal, context-specific, and time-intensive. These findings highlight critical gaps in RECR education and underscore the need for scalable, evidence-based training models that integrate active-learning principles and adapt to institutional type, disciplinary context, and researcher career stage. Future priorities include expanding RECR curricula to address emerging ethical challenges and investing in mentor development and institutional leadership that embed ethical research culture across the U.S. higher-education landscape.