“Strategies, Competence, and Challenges of Teachers in Teaching Controversial Issues: A Qualitative Study from Northern Philippinesâ€

This qualitative study explores the strategies, competence, and challenges of teachers in teaching controversial issues in the Northern Philippines, with a focus on Araling Panlipunan educators in Ilocos Norte. Addressing controversial topics in the classroom is essential for promoting critical thinking, democratic engagement, and social awareness. However, these discussions are often constrained by institutional limitations, emotional sensitivities, and the lack of appropriate training and resources. Using a descriptive qualitative design, data were collected through semi-structured interviews with 10 purposively selected teachers from various public and private schools. Thematic analysis revealed three key findings. First, teachers commonly employed student-centered and inquiry-based methods such as the Socratic Method, debates, simulations, role-playing, and the use of primary sources to encourage critical engagement and respectful dialogue. Second, while most participants reported high levels of confidence in handling controversial issues—attributing this to content expertise and teaching experience—they also acknowledged a lack of formal training and professional development in this area. Third, teachers identified significant challenges, including limited access to updated and balanced instructional materials, difficulties in ICT integration, emotional and ethical complexities of certain topics, and the subjectivity of assessing students' critical thinking. Despite these constraints, educators displayed a strong commitment to fostering inclusive, respectful, and evidence-based discussions in their classrooms. The findings highlight the need for targeted professional development, improved instructional resources, and the implementation of robust assessment strategies to support teachers in effectively facilitating controversial issue discussions. This study offers valuable insights for educational policy, curriculum reform, and teacher training programs in the Philippines.