Bernoth, JanRiedel, ChristianWiepke, AxelLaban, Firas AlSchulz, SandraKiesler, Natalie2024-09-032024-09-032024https://dl.gi.de/handle/20.500.12116/44507Constructing learning objectives for Research Data and Software Management (RDSM) primarily focuses on the cognitive domain of Bloom’s taxonomy. However, surveys exploring why RDSM is not fully implemented across all research fields have revealed that the issue extends beyond a mere lack of knowledge. It appears that researchers also lack inner conviction and are not open to RDSM practices. To address this, we aim to initiate a discussion through this position paper on incorporating another dimension of Bloom’s Taxonomy into training competencies: the affective domain. Considering emotional factors might help persuade individuals to receive and respond to information more effectively. By integrating the affective domain, we suggest that a shift in learning strategies and activities from purely cognitive objectives in RDSM could be beneficial.enResearch Data ManagementResearch Software ManagementLearning ObjectivesBloom’s TaxonomyText/Position paper10.18420/delfi2024_25