PRE-SERVICE TEACHERS AND SENSITIVE TOPICS IN EFL CLASSROOMS

Abstract

The purpose of this research was to explore how pre-service English language teachers in Ukraine perceive and address sensitive real-life topics in classroom interaction during school-based teaching practice within a wartime context. Special attention was paid to the development of pedagogical responsibility in would-be teachers.

Methodology: The study involved 65 students in pre-service English teacher training and employed a mixed-method design, combining quantitative and qualitative data collected in March-April 2026 through a structured questionnaire. The instrument examined pre-service teachers’ perceptions of war-related topics, their readiness to intentionally incorporate them into classroom procedures, and the concerns influencing their decisions to address such issues. The responses provided insight into the development of pedagogical responsibility, particularly in relation to awareness of the impact of sensitive topics in the classroom.

Scientific novelty. The data obtained through the study contribute to the limited body of research on pre-service teachers’ engagement with sensitive topics in conflict-affected contexts and provide insight into the impact of such topics on their professional development.

Conclusions. Findings indicate that sensitive topics are an inevitable part of classroom discourse in war-affected Ukraine and are often addressed by teachers both reactively and intentionally. While participants reported generally high levels of student engagement when the sensitive topics arise, they also identified challenges related to emotional well-being and lack of experience. The study argues that sensitive topics should not be avoided; instead, teacher education programmes should support pre-service teachers in developing awareness, professional judgement, and strategies necessary to address such issues in a responsible and pedagogically effective way.