Teaching sensitive and controversial issues (SCIs) presents a critical challenge for educators in today's highly diverse societies. This research adopts the Council of Europe's definition, considering SCIs as issues that provoke strong feelings and divide communities and society (Kerr & Huddleston, 2015). These issues, whether political, social, or cultural, cover topics such as racism, religion, sexuality, politics, violence, abortion, immigration, climate change, among others. Teaching SCIs requires educators to elaborate on complex and sensitive issues while creating an inclusive environment where all students feel respected and valued. In an era marked by divisive opinions and polarizing debates, schools are urged to reassess their role and embrace their responsibility as educational institutions. Considering the rising incidents of hate crimes, terrorism, and extreme radicalization, schools can play a pivotal role in creating an environment that promotes freedom of speech, inclusion, tolerance, and human rights while preventing the use of hate speech by students. The European Commission (2015) highlights that addressing SCIs is imperative for the development of democratic cultures and the moral and civic development of learners, fostering peaceful coexistence. Specifically, the integration of SCIs into curricula offers students the opportunity to gain a deeper understanding of diverse perspectives, enhance analytical and interpersonal skills, and foster respectful dialogue and empathy. Rapanta, Vrikki, and Evagorou (2021) emphasize the cultivation of critical thinking and empathy through dialogue and argumentation and the importance of these skills in today’s interconnected world. They argue that these competencies, when effectively integrated into the educational process, can empower students to navigate complex societal issues, promote inclusivity, and contribute positively to their communities, emphasising the pivotal role of education in shaping future generations who are capable of addressing the challenges of the 21st century with empathy, and critical thought. Despite the importance of dealing with SCIs, several research studies reveal teachers' uncertainty and difficulty in addressing SCIs. Challenges include insufficient training, potential emotional reactions from students, external pressures from the school, local community, and state, as well as teachers feeling constrained by their values, beliefs, and identities (Chikoko, Gilmour, Harber & Serf, 2011; Tannebaum, 2020; Evagorou & Dillon, 2020). The demanding and overloaded curricula, reflecting various societal expectations, add to teachers' hesitation. Fear of being accused of promoting specific political agendas, lack of agreement on what constitutes controversial topics, students' developmental readiness and insufficient knowledge further contribute to the challenges teachers face (Zembylas and Kambani, 2012). Unlike most studies that concentrate on secondary school teachers, this research focuses on in-service teachers across three educational levels—pre-primary, primary, and secondary. The study explores teachers' perceptions of introducing SCIs in the classroom and identifies factors influencing their decisions across different curricula subjects. Specifically, we seek to address the following research questions:

1. What are the perceptions of teachers (pre-primary, primary, and secondary educational levels) regarding the introduction of SCIs in the classroom?

2. What factors influence teachers’ decision to incorporate SCIs across subjects? 

This study is conducted in the Republic of Cyprus, where the Ministry of Education, Culture, Sport, and Youth holds authority over policy-making, administration, and enforcing educational laws. The national curriculum aims to establish a "democratic and humane school," promoting inclusivity and enhancing critical thinking and communication skills. However, externally imposed policies limit teacher autonomy, hindering initiatives and innovation. In the highly centralized Cypriot education system, adherence to prescribed guidelines makes teaching controversial issues challenging. This study aims to identify teachers’ perceptions towards dealing with sensitive and controversial issues and any efforts in breaking away from educational bureaucracy to contribute meaningfully to the development of critical thinking, questioning, analytical and communication skills, and democratic values of their students.

Our study employed a qualitative approach, conducting a focus group with 11 teachers from three educational levels in the Republic of Cyprus. The focus group was planned and conducted based on Morgan’s and Krueger’s (1998) guidebook. This method allowed for a range of perspectives to be explored, providing valuable insights into teachers’ perceptions in tackling Socioscientific Issues (SCIs) and facilitating a deeper understanding of the challenges they experienced. The interview schedule comprised twelve open-ended questions to elicit comprehensive responses. We delved into participants' perspectives and attitudes concerning the inclusion of controversial issues in their teaching practices. We aimed to gain a deeper understanding of the teachers' personal perceptions and professional approaches regarding the incorporation of SCIs in the curriculum. We also explored the strategies they employed to foster constructive discussions, the resources they utilise to engage their students effectively, and how they handled controversial topics in the classroom. The focus group discussion lasted approximately two hours allowing for in-depth exchanges between the participants. The focus group was conducted on a digital platform, aiming at collecting a wide range of perceptions that could reflect the most common standpoints of teachers across the country. The group was comprised of two pre-primary, three primary, and six secondary female teachers with different demographic characteristics. In terms of anonymity and confidentiality, the respondents were informed that the data retrieved would only be used for research purposes, their identities would be kept confidential and codes be utilised instead of their names. This methodology ensured a thorough exploration and capturing valuable insights for further analysis and research.

This study highlights the imperative need for schools to reassess their role in addressing Socioscientific Issues (SCIs) within the curriculum. The current global challenges necessitate a shift in educational focus towards fostering critical thinking and empathy among students. The study has identified challenges faced by teachers, strategies employed, and factors influencing their willingness to introduce discussions on SCIs. Addressing SCIs in the curriculum demands careful planning to create inclusive and intellectually stimulating environments. Clear guidelines for respectful discussions, evidence-based arguments, and creating safe spaces for diverse perspectives are crucial. Despite the growing international advocacy for teaching SCIs, limited scholarship exists on teachers' training, resulting in the avoidance of these topics beyond compulsory curricula. The study suggests scaffolding training as an effective approach, involving breaking down complex tasks and providing support progressively. Faded scaffolding can empower teachers to successfully implement SCIs in the curriculum. A reflective stance, involving self-exploration and critical examination of teaching practices, is essential for effective implementation. In essence, redefining teachers as facilitators of constructive conversations on SCIs equips students with essential skills to navigate our complex world. By embracing ongoing training, educators become adept at managing potential challenges, fostering constructive dialogue, and maintaining a supportive learning environment. Through this transformative approach, schools can contribute significantly to shaping responsible, engaged global citizens equipped to tackle the complexities of our times. This study underscores the importance of integrating controversial issues into the curriculum to foster critical thinking and empathy among students.

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