Students’ Perception Concerning Gender Equality as a Strong Responsible Research and Innovation Dimension

In education, the gender equality (which lets to ensure educational equality between boys and girls) have sparked great interest and provoked intensive discussions amongst various education stakeholders since ancient times. Thus, from the historical perspective, the traditional pedagogy - the magistro-centrist paradigm - was performed differently, in relation to gender dimension, taking also into account aspects related to differentiation of the education in report to social, political, economic and cultural context. Several aspects concerning the differentiation of the educational phenomenon - in relation to gender dimension - envisage: access of individuals to various forms of education, learning contents that include messages that leverages explicitly or implicitly gender characteristics, school performances in different subjects, forms of organization and duration of studies towards a particular career, valences of teachers who train girls or boys. In this respect, the paper aims to identify the students’ perceptions about gender equality and its valuing in the own educational routes. More, the level of understanding of the gender dimension as part of the Responsible Research and Innovation (RRI) paradigm is explored. A questionnaire containing 4 items was designed and applied to students enrolled in different university professional paths, but who are also involved in the psycho-pedagogical study programme (level I). In addition, the students were introduced in the RRI processes, with the view to emphasize its importance for the needs and expectations of the actual society.