This chapter argues for the usefulness and efficiency of responsible research & innovation (RRI) courses in tertiary STEM education that put a focus on normative argumentation in academic, corporate and public innovation discourses. These skills of the future generation of scientific experts and innovation drivers, here framed as normative literacy, are expected to play a crucial role for sustainable development and innovation with beneficial impact on society, economy, and environment. A course that has been conceptualised, designed, and offered to chemistry students by the author is described and its outcomes are assessed. It is built largely on conceptual frameworks and models from normative and social disciplines and familiarises the students with the modes and cognitive attitudes of these fields. According to student feedback, they assess their ability to engage in normative discussions of their research work and their confidence collaborating with a wide range of actors on normative decisions in the context of research and innovation as significantly increased. This result is taken as a strong argument in this chapter for spending greater efforts on more interdisciplinary education of STEM students who will benefit greatly from their encounter with normative sciences and the humanities in their later jobs as innovators and responsible actors in the context of scientific and technological progress.