Journal of Education, Society and Behavioural Science

The teaching of controversial issues, which often involves opposing perspectives that generate rational debates, has become an increasingly crucial topic in schools, mainly in the context of teaching for active democratic citizenship. This paper sought to investigate how controversial issues are taught by Social Studies Teachers in the Upper West Region of Ghana. The study, conducted in 60 Junior and Senior High schools across the region, involved 240 teachers and 1,800 students. The mixed-methods approach examined the current teaching approaches and strategies teachers employ, the challenges they face, and the measures they take to address controversial issues in their classrooms. Majority of social studies teachers use various teaching strategies that have a positive impact on the teaching and learning of Social Studies. Even though some Teachers expressed their willingness to introduce controversial issues in their classrooms, a lack of resources is a significant limiting factor in teaching effectiveness. They also agreed that school administration needs to offer the necessary support and academic freedom to promote effective teaching on controversial issues. The interrelated challenges of curricular overload and the constrained time available for teaching controversial issues pose significant challenges. Among the measures necessary to ensure productive teaching of controversial issues, teachers are expected to make their motives clear about any controversial issues they introduce in their classroom. The study provides empirically grounded recommendations for enhancing controversy instruction in Social Studies education in developing contexts.