Teaching Emerging Controversial Issues in Botswana Schools

 As the world evolves at lightning speed, education systems must evolve with it. In Botswana, the inclusion of emerging issues in the curriculum is no longer a luxury, rather, it is a necessity. Issues such as Climate change, Gender equality, Digital literacy, Mental health, Human rights, Cancer awareness and Citizenship education now shape global conversations. Our classrooms must not only reflect this reality but prepare learners to engage with it thoughtfully and responsibly.

Botswana’s curriculum, particularly through subjects like Social Studies, Religious & Moral Education, Agriculture and Science, have increasingly made room for emerging issues. Since the year 2000, Botswana has revised basic education syllabi to contain explicit components addressing ICT, health, environmental education, agriculture and moral concerns. However, the approach to these topics remains inconsistent across schools and often depends on individual teacher interest and capacity.

Emerging issues are dynamic and they are not confined to textbooks. Therefore, teaching them demands creativity, adaptability and cross-curricular subject matter integration. Teachers must move from simply imparting knowledge to facilitating critical thinking, empathy and civic engagement.

Incorporating emerging issues fosters relevance in today’s world. It answers the common learner question: “Why are we learning this?” For example, when learners understand climate change through real-life examples like floods, droughts, bushfires or energy shortages, they begin to see the link between their education and their lived experience.

Moreover, emerging issues prepare students to become active global citizens. They learn to analyze problems, develop solutions and understand their roles in shaping a better future. Whether it’s through debating the ethics of artificial intelligence (AI), participating in environmental clean-ups, or mental health awareness campaigns, learners develop a deeper sense of urgency.

Teachers are the bridge between the curriculum and the learner. But teaching emerging issues demands courage, openness and ongoing professional development.

More often than not, these topics are sensitive. Issues like gender-based violence, sexual orientation, political engagement can be controversial or even taboo in some communities. Teachers must be equipped with the skills and confidence to approach them constructively, respectfully and within the framework of national values like botho (humanity), inclusivity and integrity. Such a balance is pivotal, lest teachers will meet with disengagement during teaching and backlash from communities that may be so culturally mindful of hat is said and done by children.

Despite good intentions to close the divide between subject content and emerging issues, several implementation gaps persist. Rural schools, often lacking resources, connectivity and adherence to cultural norms, are at risk of falling behind. There is also a shortage of more relevant and localized teaching materials. Many resources do not reflect the Botswanan cultural and socio-political context but the Euro-Western context.

Moreover, assessments still heavily prioritize rote learning over analysis, discussion and problem-solving the very skills needed to engage meaningfully with emerging issues.

To embed emerging issues meaningfully in Botswana’s classrooms, we must:
1. Localize Content – Develop resources and examples rooted in Botswana’s realities.
2. Empower Teachers – Invest in training that helps educators to confidently tackle controversial/sensitive topics.
3. Promote Learner Voice – Encourage debate, creativity and student-led initiatives.
4. Use ICT/AI – Leverage technology to bring global perspectives into the classroom.
5. Review Assessments – Align testing with the critical thinking and problem-solving demanded by emerging issues.

The world is changing and Botswana’s education system must prepare its learners to understand, navigate and lead that change. Teaching emerging issues isn’t just about adding new content. It's about building a new kind of learner: aware, resilient, curious and ready to shape the future.

It is time to bring the emerging world into the classroom and let the classroom shape the world.