02741nas a2200421   4500000000100000000000100001008004100002260001500043100002000058700001800078700002200096700002300118700003000141700001600171700001800187700001600205700001400221700002200235700001700257700001900274700002400293700001800317700001800335700002300353700002000376700002700396700003100423700002300454700002200477700001800499700002300517245012700540856004600667300001200713490000700725520157300732022001402305       2025                            d  c2025-03-011 aManeesha Deckha1 aMargot Michel1 aDavid Azilagbetor1 aCharlotte Blattner1 aRosa Maria Cajiga Morales1 aGail Davies1 aBernice Elger1 aSara Faizee1 aMarie Fox1 aVanessa Gerritsen1 aAdrian Heuss1 aLaura Kämpfen1 aEdwin Louis-Maerten1 aNicole Lüthi1 aAoife Milford1 aNico Dario Müller1 aKirsten Persson1 aMerel Ritskes-Hoitinga1 aBarbara Rothen-Rutishauser1 aAndreas Rüttimann1 aKaterina Stoykova1 aSaskia Stucki1 aMiriam A. Zemanova00aAccelerating Animal Replacement: How Universities Can Lead — Results of a One-Day Expert Workshop in Zurich, Switzerland  uhttps://doi.org/10.1177/02611929251317434  a106-1180 v533 aThis report is a result of an interdisciplinary workshop held at the Collegium Helveticum in Zurich, Switzerland in February 2024, in which ideas for accelerating NAMs (New Approach Methodologies) in Swiss universities were shared and discussed. Due to regional differences in university organisation and funding structures, not all recommendations will be transferable to all regions worldwide. All participants were qualified to contribute to the discussion, due to their knowledge and experience of the Three Rs, in particular with regard to their implementation. The workshop participants believed that universities, which play a pioneering role in so many other areas, should also exploit their innovative potential in the field of animal-free research. The workshop uncovered four areas that would need to be addressed in order to achieve a significant change in university science culture and do more justice to the Three Rs, namely: language — innovative framing (pro-replacement framing in official university statements); knowledge transfer — communicating innovative findings in teaching (redirecting curriculum); change of values within science faculties; and structured implementation and well-coordinated planning of the transformation (establishment of a ‘transition unit’). Specific strategies for implementing these four areas are outlined. In addition, we discuss why the replacement of animal testing should be an essential goal for universities, why this goal has not yet been achieved, and why concerted efforts toward change are required.  a0261-1929