The implementation of the 3R principles (Replace, Reduce, Refine) requires a comprehensive understanding of the various levels at which they operate, as well as the factors that may hinder or support their advancement. Central to this process is incorporating the perspectives of stakeholders in biomedical research to develop practical and relevant strategies for action. In a qualitative study, we conducted 35 semi-structured interviews with Swiss researchers working on the 3Rs or animal experimentation. Interviews were analysed following a reflexive thematic analysis, and we identified two categories of facilitation: originative facilitation, which concerns epistemic aspects of the 3Rs, and executive facilitation, which concerns interventionist aspects of the 3Rs. In this article, we report on the former dimension, which can be further divided into the conceptualisation of the 3Rs on the one hand, and the education of researchers on the other hand. Although grounded in the Swiss context, these findings reveal key insights for researchers, policymakers, and institutional stakeholders internationally. As efforts to align animal research practices with ethical standards continue to grow globally, understanding how the 3Rs are conceptualised and taught is essential for creating coherent, cross-border strategies that foster responsible scientific practice. Clarifying definitions and reinforcing researcher education are critical steps in ensuring the consistent and meaningful implementation of the 3Rs across national boundaries.
Louis-Maerten et al. (Sun,) studied this question.