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Highlights:– The study examined teachers’ perceptions of success and failure in their teaching about controversial issues.– 18 interviewed teachers in civics in Swedish school years 7, 8, 9.– Relational aspects are decisive.– Values included neutrality, pluralism, civil behaviour, and students’ well-being, which were central to the teachers.– Tensions concerned the level of emotional engagement and how to deal with students’ opinions.Purpose: This study seeks to gain an understanding of the complexities involved in real-life classroom teaching. The aim is to trace values and tensions displayed in what the teachers regard as successful and unsuccessful.Design/methodology/approach: Teachers were interviewed to explore their perceptions of success and failures in their teaching about controversial issues. Data was analysed thematically and cross-analysed to find underlying didactic values and tensions.Findings: Successful and unsuccessful are mainly related to the students’ learning, teachers’ efforts, and reactions of parents, not to specific issues. Values included concern for students’ well-being and a desire for less polarisation. Tensions concerned students’ level of commitment and how to deal with students’ own opinions. Successful teaching is not only about achieving curriculum goals but also must be understood in relation to teachers’ task perceptions.Practical implications: Results of the study can provide teachers with a ground for didactical reflection.

Controversial information technologies, such as biometrics and radio frequency identification, are perceived as having the potential to both benefit and undermine the well-being of the user. Given the type and/or amount of information these technologies have the capability to capture, there have been some concerns among users and potential users. However, prominent technology adoption models tend to focus on only the positive utilities associated with technology use. This research leverages net valence theories, which incorporate both positive and negative utilities, and context of use literature to propose a general framework that can be used for understanding consumer acceptance of controversial information technologies. The framework also highlights the importance of incorporating contextual factors that reflect the nuances of the controversial technologies and their specific context of use. We apply the framework to consumer acceptance of biometric identity authentication for banking transactions through automated teller machines. To that end, we contextualize the core construct of perceived benefits and concerns to this domain in a qualitative study of 402 participants, determine the appropriate contextual factors that are antecedents of the contextualized core constructs by examining relevant past research, and then develop and validate a contextualized research model in a quantitative study of 437 participants. Findings support the validity of our framework, with the model explaining 77.6% of the variance in consumers’ attitudes toward using biometrics for identity authentication at automated teller machines. The online appendix is available at https://doi.org/10.1287/isre.2017.0706 .

Purpose: How to manage critical thinking skills in order to resilience Profil Pelajar Pancasila using controversial public issues model is what is the purpose of the research.   Theoretical framework: Managing critical thinking skillsis the ability to analyze, evaluate, explain, inference, and interpretation of information obtained in a qualitative or quantitative in writing and verbal using controversial public issues models.   Method/design/approach: The research conducted using the quasi-experimental method. This study uses data collection techniques in the form of tests consisting of paper-based pretests and postests supported by documentation needed during the study.   Results and conclusion: The result was that managing critical thinking skills using the controversial public issues method was effective in resilience of the Profil Pelajar Pancasila.   Research implications: Controversial Public Issues models can increase the dimension of critical thinking skills, so that they can reach the dimensions contained in the Profil Pelajar Pancasila as a transition to implementing the Merdeka Curriculum.   Originality/value: This research contributes to the growing literature on critical thinking management as a form of thinking that learners are required to have in the new Profil Pelajar Pancasila policy contained in the Merdeka curriculum. This research provides original insights related to the effectiveness of the implementation of the CPI model in improving critical thinking skills in the Profil Pelajar Pancasila, so that it has an impact on fulfilling the obligations of teachers to make students become students with Pancasila character. Objetivo: O objetivo da investigação é saber como gerir as competências de pensamento crítico para resiliência do Profil Pelajar Pancasila utilizando o modelo de questões públicas controversas.   Referencial teórico: Gerir competências de pensamento crítico é a capacidade de analisar, avaliar, explicar, inferir e interpretar informações obtidas de forma qualitativa ou quantitativa, por escrito e verbalmente, utilizando modelos de questões públicas controversas.   Método/desenho/abordagem: Com base nos resultados da investigação efectuada através do método quase-experimental. Este estudo utiliza técnicas de recolha de dados sob a forma de testes que consistem em pré-testes e pós-testes em papel, apoiados pela documentação necessária durante o estudo.   Resultados e conclusão: O resultado foi que a gestão das competências de pensamento crítico utilizando o método das questões públicas controversas foi eficaz na resiliência do Profil Pelajar Pancasila.   Implicações da pesquisa: Assim, devido às questões públicas controversas, os modelos podem aumentar a dimensão das competências de pensamento crítico, para que possam alcançar as dimensões contidas no Profil Pelajar Pancasila como uma transição para a implementação do Currículo Merdeka.   Originalidade/valor: Esta investigação contribui para a crescente literatura sobre a gestão do pensamento crítico como uma forma de pensamento que os alunos devem ter na nova política do Profil Pelajar Pancasila contida no currículo Merdeka. Esta investigação fornece informações originais relacionadas com a eficácia da implementação do modelo IPC na melhoria das competências de pensamento crítico no Profil Pelajar Pancasila, de modo a ter um impacto no cumprimento das obrigações dos professores de fazer com que os alunos se tornem alunos com carácter Pancasila.

* The study examined teachers’, parents’ and students’ attitudes toward controversial political issues (CPI).* A Random stratified sample of 501 adults and 201 high school students completed questionnaires.* Respondents had little confidence in teachers’ ability to conduct CPI discussions in classrooms.* Students reported low incidents of CPI discussions in classrooms.* Support for CPI discussions differed according to specific topics.Purpose: Many argue for the benefits of controversial political issues (CPI) discussions but little is known about teachers’, parents’, and students’ attitudes toward CPI. The present study explored these attitudes, as well as attitudes towards specific controversial topics, and how they relate to socio-demographic variables.Design/methodology/approach: Quantitative cross-sectional methodology was employed using questionnaires to collect data. Random stratified sampling was used to obtain a representative sample of 501 Jewish Israeli adults, including 70 teachers, and 201 Jewish Israeli 10th-12th grade students.Findings: Respondents, including the teachers themselves, had little confidence in teachers’ ability to conduct CPI discussions in classrooms. Students reported low incidents of CPI discussions in classrooms, and that they are mostly held by homeroom and civics teachers. Students supported CPI discussions more than adults (including teachers) and wanted teachers to disclose their opinions much more than adults did. Support for CPI discussions differed according to specific topics. Linear regression revealed that the less religious individuals are, the more left-wing, older and more educated, the more they will support CPI teaching.