Exploring In-Service Science Teachers’ Self-Perceptions of Competence and Pedagogical Approaches to Socioscientific Issues in Education

Abstract

Global education experts are increasingly prioritizing scientific literacy development. Science education is key to enhancing scientific literacy, fostering social responsibility, and supporting economic growth by equipping individuals with essential scientific knowledge and skills. In the past two decades, socioscientific issues (SSI) have greatly influenced science education research, improving students’ ability to apply scientific knowledge in real-world contexts and advancing functional scientific literacy. Given the strong evidence that socioscientific issues (SSI) enhance scientific literacy and social responsibility skills, understanding SSI role in science education is crucial for developing countries aiming to boost economic and social growth. This research aimed to understand the in-service science teacher’s self-perception, knowledge, and experiences, as well as the benefits and challenges of integrating socioscientific issues into education. This qualitative research analysis employed a thematic analysis approach to research and data analysis from the responses of 54 in-service science teachers. All participants responded to the online open-ended questionnaire, which consisted of open-ended questions. The results highlight that in-service science teachers face challenges such as inadequate school environments, social pressures, and limited professional support, all of which hinder effective teaching of socioscientific issues. Furthermore, most of the in-service science teacher participants in the study were unaware of SSI, which suggests that there is a need for targeted professional development. The research suggests that it is crucial to address these challenges and enhance the knowledge and understanding of in-service science teachers regarding SSI to facilitate curriculum reform and the overarching goal of promoting citizens’ educational and economic development.

1. Introduction

In our complex, ever-changing world, technical, scientific, and educational technology disparities drive economic and social development differences. Education policies that promote knowledge and innovation are essential for economic advancement [1,2]. Numerous studies emphasize the importance of science education in bridging gaps in national growth and development [2,3]. According to Williams [4], the educational systems in different countries are shaped by their unique political and social contexts, which are, in turn, influenced by the countries’ historical development in education. However, the aim of global educational coordination is to cultivate a labor market force capable of addressing current global issues [4] and preserving global equilibrium [5]. This coordination emphasizes the importance of a STEM workforce that is well-educated, as scientific literacy and knowledge are essential for the evaluation of consequences, understanding phenomena, and making informed decisions regarding national and international issues [5]. Many studies [6,7,8,9] have explained scientific literacy as necessary for promoting science concepts and processes that help students improve their understanding of scientific findings, skills, and processes used in science, but that can also help with personal decision-making in their everyday lives [10]. Science education is essential for tackling community issues and scientific interpretations because it focuses on developing problem-solving, creative, and decision-making skills and engages students in argumentation.

An informed citizenry, however, is insufficient; active participation in societal issues is essential. Examining sociocentric issues (SSI) in science education recognizes the importance of going beyond cognitive development, emphasizing the interaction between science and society as a vital learning context [11]. SSI refer to these complex, open-ended, controversial, and uncertain issues that encompass scientific and societal dimensions [12], thus requiring consideration of moral, ethical, cultural, traditional, economic, political, and environmental factors. Science and society exert mutual influence on one another. Societal needs often derive from scientific inquiry, while advancements in science, in turn, shape various aspects of society [13], as cited by [14]. The rapid advancement of science has given rise to numerous science-related societal dilemmas, or SSI, such as the debate over the use of nuclear power. Resolving SSI necessitates scientific understanding and societal consensus [15].

SSI education is a pedagogical strategy that enables students to critically analyze ethical and moral aspects of science-related topics, exploring how these principles influence scientific decision-making and connect to learners’ lives and the world [15]. Kumar and collogues [15] state that SSI aim to facilitate the development of students’ decision-making skills, improve their scientific literacy, stimulate intellectual growth, nurture moral development, and promote community participation. Day and Bryee [16] found that integrating SSI in the classroom significantly enhances students’ scientific literacy by exposing them to contemporary scientific content and fostering critical thinking skills. Morris [17], as cited in [18], asserted that integrating SSI into the science curriculum is an established pedagogical method to foster critical discussions on ethical and moral dilemmas. Therefore, the research findings indicate that this type of authentic science education holds a unique position in empowering young individuals to critically assess scientifically related social topics.

In the past decade, progressive science educators have increasingly prioritized socioscientific issues as essential learning contexts [10]. Additionally, several characteristics of SSI have contributed [19] toward the development of science education and scientific literacy, including, for example, the distinction between science, technology, and society and SSI; the relationship between SSI and students’ development of reflective judgment and decision-making; and the framework of social scientific issues. The key elements of SSI pedagogy are (1) the practical application of scientific knowledge to real-life problems; (2) the intersection of science and society, aligning science with societal values and needs; and (3) public discussion, often through the media [20].

Kumar and colleagues [15] point out the importance of integrating SSI more extensively into classroom teaching to encourage students to engage in local problem-solving. They argue that in communities facing ethical and moral dilemmas, incorporating local SSI can help students reflect on and potentially change their values and behaviors. Educators can enhance critical thinking and decision-making skills and increase engagement with environmental issues by using localized settings, interactive resources, and appropriate evaluation techniques. It is, therefore, necessary to ensure the prompt implementation of authentic science education that includes SSI in developing countries, particularly if the intention is to increase scientific literacy and social responsibility to strengthen their economic development. However, despite the evidence suggesting the value of using SSI in science education, not all science teachers use this pedagogical approach. Among the constraints teachers face regarding the use of SSI are a lack of appropriate training or knowledge and skills to successfully use SSI pedagogy in their science classrooms, a discomfort in engaging students in SSI, and not having a personal connection or belief in particular socioscientific issues [21].

1.1. Defining Self-Perception of In-Service Teachers

Recent research has increasingly focused on teacher self-efficacy (TSE), which refers to teachers’ perception of their ability to effectively perform teaching tasks [22]. Teachers’ perceptions of self-efficacy significantly predict their teaching practices; however, research connecting these perceptions to actual classroom practices remains limited [23]. Bandura [24], as cited in [25], defines self-efficacy as the perception individuals have regarding their capabilities to perform and successfully execute tasks. Bandura [24,26] identifies four key factors that influence self-efficacy: (1) mastery experience; (2) vicarious experience, which involves observing the performances of others; (3) verbal persuasion, encompassing encouragement and feedback; and (4) emotional and physiological states, which affect self-efficacy beliefs through emotional and physical conditions. Furthermore, there is insufficient research regarding teachers’ awareness of the role of SSI in national science education curricula and their self-efficacy beliefs related to SSI-based instruction. This gap highlights an uncertainty about how these factors affect in-service teachers’ perceptions of implementing SSI in their classrooms.

1.2. Exploring Socioscientific Issues

Socioscientific issues can be defined as social issues in which science plays a significant role [27]. According to Zeidler and Nichols [28], SSI are scientific topics that encourage students’ active participation in communication, discussion, and debate. These topics are typically controversial, requiring students to engage in moral reasoning or consider ethical concerns when deciding how to resolve them. These issues aim to have personal significance, be of interest to students, use evidence-based reasoning, and serve as a framework for comprehending scientific material [28]. The integration of SSI provides many benefits, such as the application of knowledge to real-world issues, the enhancement of critical thinking skills, the promotion of interdisciplinary learning, the development of ethical values, the support of citizenship education, and the improvement of scientific literacy [11,29,30,31,32,33].

1.3. Socioscientific Issues and Science Education Reform

Cuban [34] states that “teachers are gatekeepers to school and classroom change. Their perceptions, attitudes, awareness, focus, inspiration, and expertise come into play as state, federal, and district policy come into the schoolhouse” (p. 106). Therefore, education reforms rely on teachers’ beliefs, perceptions, and practices [35]. Teachers’ self-understanding, beliefs, social consciousness, and worldview significantly influence their teaching practices. Further, teachers’ epistemological and pedagogical values are crucial in classroom instruction [36], particularly as teachers decide which parts of a set curriculum to teach [37].

Over the past two decades, researchers have emphasized incorporating SSI into science curricula to enhance scientific literacy [21,38,39], as cited in [20]. Despite strong advocacy for integrating SSI concepts into curricula [40] and positive attitudes toward controversial science topics, the literature shows that few teachers incorporate SSI into their science teaching [41]. Ultimately, the successful integration of SSI into science education depends on empowering teachers by recognizing their role in reform, supporting their professional growth, and providing the tools and confidence needed. This broader approach to using SSI aims to enhance scientific literacy and prepare students for informed decision-making in a complex, science-driven world.

1.4. Complexity of Integrating SSI in Science Education

Addressing SSI in science education prepares students for active, responsible participation in a complex society. However, educators find integrating SSI into teaching challenging [42]. Integrating SSI into science teaching to enhance scientific literacy requires teachers to rethink and transform their practices [42]. For example, it requires dialogic practices that include students’ perspectives and diverse viewpoints, empowering them to participate in SSI decision-making and fostering their independence as learners. Moreover, the literature identifies ongoing challenges in integrating SSI into teacher education and science teaching, especially in assessing student outcomes. There is a need to help teachers define and implement clear learning objectives for SSI [43].

Given the challenges, there is interest in exploring teachers’ professional development related to integrating SSI into science teaching [44]. Research suggests that most teachers improve their practices with firsthand experience integrating SSI [45]. Understanding how teaching with SSI can foster scientific literacy and supporting teachers in this process is critical for enhancing student success and advancing educational outcomes [44,46].

1.5. The Perspective of Teaching SSI in Kosovo

Many studies have documented efforts to enhance science education among middle and high schools (e.g., [47,48,49,50,51]. Aikenhead [50] identifies key failures of conventional school science: declining student interest and enrollment, cultural hostility, loss of meaningful content, inadequate teaching, and a distorted image of science and scientists. Consequently, the Program of International Student Assessment (PISA), which assesses the scientific literacy of 15-year-olds, shows a significant positive relationship with a country’s GDP per capita [52]. This association emphasizes the intrinsic connection between education and economic development.

In 2018, PISA found Kosovo student scientific literacy among the lowest of all participating nations [53]. Therefore, given the documented benefits of implementing SSI in science classes, enhancing science knowledge and engaging students in socioscientific issues in Kosovo and other developing countries is crucial to fostering science literacy and general skills for personal and societal development. Scientifically literate individuals must make informed decisions about socioscientific issues in modern, technologically advanced societies [54]. Therefore, scientifically literate students in Kosovo could encourage engagement in civic responsibilities and promote economic growth. Wang and colleagues [55] suggest that discussions around SSI can broaden students’ perspectives, encouraging them to consider both economic development and environmental sustainability. SSI help students understand the intricate relationship between economic growth and environmental conservation and realize that sustainable solutions typically require balancing these sometimes conflicting goals. This strategy promotes the idea that economic development can protect the environment. Furthermore, when discussing SSI, students must evaluate arguments, integrate information, assess plans, and select the best solution for the situation [56,57]. Thus, students learn to assess trade-offs and make informed decisions that benefit society and the environment.

For this to happen, Kumar and colleagues [15] argue for reforming teacher preparation programs to better foster critical thinking and scientific awareness. Their review highlights the need for significant changes in science teacher education, particularly in incorporating SSI, teaching argumentation, and improving reasoning skills. They note a strong emphasis on SSI knowledge and evaluation but a lack of focus on managing cultural value conflicts in the curriculum. Zeidler and Nichols [28] find that many teachers mistakenly believe thorough explanations and analogies can change students’ core beliefs. SSI teaching strategies, however, encourage students to rethink their knowledge by using personal experiences and social discussions to reorganize their understanding. As a result, teachers must be skilled in handling sensitive topics and facilitating respectful discussions. Furthermore, it is necessary to create lesson plans that incorporate local SSI into the current curriculum [15]. This will improve students’ comprehension and involvement by linking classroom material with real-life environmental problems. Additionally, it is crucial to assess school science textbooks for alignment with scientific literacy frameworks that emphasize both economic and environmental considerations. A focused analysis of chapters on SSI will ensure that instruction not only engages students with real-life environmental issues but also helps in understanding how these issues relate to broader societal and economic goals [15].

If teachers in developing countries are not prepared to employ SSI in their science classrooms, students, and subsequently, the country, cannot reap the many benefits from science education’s potential. Science education, particularly regarding SSI, is an evolving field with ongoing gaps, especially in diverse educational contexts and developing countries. This study is based on Kosovo and reflects the local educational landscape and the location of two of the researchers. While prior research highlights the importance of SSI, few studies have focused on science teachers’ experiences in Kosovo, making this study particularly relevant for developing a localized understanding of SSI.

Thus, this study aims to analyze the self-perception, knowledge, and experiences of science teachers in Kosovo regarding SSI. By focusing on the intersection of science education and national development, it also explores how SSI integration may enhance scientific literacy and foster social responsibility among students. Given the lack of local empirical research on this topic, our study seeks to bridge this gap by providing insights into science educators’ preparedness and challenges in implementing SSI.

Moreover, this study uniquely contributes to the field by highlighting the variability of environments and the critical role of teachers’ perceptions within them. This localized focus allows for a deeper understanding of how specific contextual factors influence teachers’ engagement with SSI, a perspective that is often generalized in broader studies. Our study does not claim to provide definitive conclusions but instead contributes by raising awareness of SSI importance, encouraging further research in Kosovo and similar developing contexts. Through encouraging further research, we hope to advance current knowledge that demonstrates how localized educational environments can shape SSI-related teaching practices and offer practical insights to support curriculum reform efforts and the professional development of science educators in the context where SSI has not been adequately studied.

The guiding research questions were:

• What are in-service science teachers’ self-perceptions of their competencies and professional role as teachers?
• How do in-service science teachers in Kosovo conceptualize and interpret the integration of socioscientific issues into science education?
• What benefits and challenges are identified by in-service science teachers as they develop and facilitate socioscientific issues in their teaching practices?

2. Method

This study uses a qualitative research design and applies a thematic analysis following the six-phase approach outlined by Braun and Clarke [58]. Generally, thematic analysis is the most widely used qualitative approach to analyzing data or information. The thematic analysis provided a systematic method for identifying, analyzing, and reporting patterns within the data, ensuring a rich and detailed understanding of the teachers’ experiences and viewpoints.

2.1. Participants

The study’s participants were in-service science teachers from various schools in Kosovo. A purposive sampling technique was used to select participants who had experience in teaching science and were willing to share their insights about self-perception and SSI conceptualization. Participants were recruited from a pool of science teachers whose contact information was gathered through email outreach. It was not known whether the participating teachers had prior experience with SSI practices or how they generally approached teaching before this study. In total, 54 teachers participated in the study. The participants all had a master’s degree in teaching and learning in specific science fields (chemistry, physics, and biology). They ranged in teaching experience from less than a year to 30 years (

Table 1. Participants profile.

	Frequency	%
Working years as a teacher
Less than a year	18	33.3
1–5 years	25	46.3
6–15 years	9	16.7
16–30 years	2	3.7
Education
Physics	12	22.2
Biology	10	18.5
Chemistry	32	59.3

).

2.2. Instruments

An open-ended questionnaire was conducted online (due to COVID-19) via a Google Form, and qualitative data was collected through open-ended responses. The questionnaire includes three-part inquiries. The first part gathered descriptive teacher profile data; the second gathered information about teacher self-perception; and the third part of the questionnaire aimed to collect data on participant awareness of SSI, knowledge of social issues in scientific education, examples and integration of SSI implementation, teaching and learning methods for integrating SSI, teaching strategies, and the current situation of SSI education in Kosovo. In addition, the third part of the questionnaire examined the benefits and challenges of SSI education and encouraged additional investigations on the subject.

2.3. Research Design

In 2011, the Kosovo Ministry of Education, Science, and Technology (MEST) introduced the Kosovo Curriculum Framework (KCF) to reform pre-university education. This framework aims to address contemporary challenges, fulfill population needs, and equip students with skills for the global labor market [59]. It seeks to establish a knowledge-based society, adapt to the digital age, and promote sustainable development, emphasizing the development of knowledge, skills, attitudes, and values. The competency-based curriculum prioritizes communication, critical thinking, and civic engagement while fostering integrated learning to address real-world issues. It also promotes lifelong learning through creative skills, including e-learning and digital technologies [59].

The Kosovo science curriculum equips students with scientific knowledge and methods, teaching hypothesis formation, experimentation, and theory evaluation. It emphasizes the connection between science and technology, covering ethics, scientist responsibilities, and societal impacts, while also addressing freedom of thought, gender equality, and moral issues in scientific and social contexts [59,60]. While the KCF and science curriculum emphasizes interdisciplinary learning, critical thinking, and the development of skills for real-world challenges, integrating socioscientific issues (SSI) enhances these objectives. SSI engage students with current, scientifically relevant societal issues, fostering their ability to navigate ethical, social, and political dimensions often overlooked in the curriculum. This approach allows students to apply scientific knowledge in local and global contexts, promoting scientific literacy and civic understanding. Participation in SSI discussions cultivates a sense of responsibility toward the community and environment, enabling informed decision-making. Incorporating SSI pedagogical practices is essential for preparing active, engaged citizens to tackle real-life challenges.

The core science curriculum for lower secondary education integrates physics, biology, and chemistry, addressing matter, transformations, physical processes, living organisms, and the environment. Its main goal is to develop competencies that equip students to address social, health, and economic issues at national and global levels [60]. Unfortunately, currently, science courses are taught separately [61], hindering interdisciplinary teaching. The curriculum includes detailed topics for physics, biology, and chemistry, with some topics like drug use, air pollution, and climate change, suggesting potential for SSI-based learning [62].

According to the European Commission [63], Kosovo is in the early stages of advancing education, culture, and research. The Kosovo Curriculum Framework aims to shift from traditional to contemporary, active learning practices. Kosovo is prime for SSI integration to promote advancing scientific literacy in science teaching. To the best of our knowledge, no research in Kosovo has attempted to investigate and analyze the use of SSI in science education.

Data were collected in October 2020, during the peak of the pandemic; hence, the online open-ended questionnaire. This timing allowed for an in-depth exploration of the teachers’ self-perceptions, thoughts, and experiences regarding SSI in the context of the unique challenges posed by the pandemic. The information collected from the online open-ended questionnaire was analyzed by two authors following the Braun and Clarke [58] approach. Authors first separately familiarized themselves with the data, generated initial codes, and then together did code reconciliation categorizing data, revealing five major themes from the set of questions from part two of the questionnaire, and six major themes from part three of the questionnaire. In this article, we present the results through reconciled codes of selected questions that are most representative of the research findings, to address the research questions posed. The first research question will be addressed from the data gathered in part two of the online open-ended questionnaire, whereas research questions two and three will be addressed from the data gathered in part three. We utilized investigator triangulation with two researchers in all stages of research [64]. Peer debriefing was conducted to enhance the credibility and reliability of the analysis.

3. Results

This study examined teachers’ self-perception, knowledge, and experiences using SSI in science teaching and the benefits and challenges they encounter with this teaching method. Because this is the first known study of the use of SSI in science courses in Kosovo, the following results begin to address the research questions and build on the question-related topics on the online open-ended questionnaire.

3.1. Self-Perception Competencies and Professional Roles of In-Service Science Teachers

Understanding how science teachers perceive themselves can provide valuable insights into their views on integrating SSI into their teaching and science education overall. This study identifies five main themes to better understand the self-perceptions of in-service science teachers: teacher dedication and professionalism, diverse and adaptive teaching methods, student-centered and inclusive education, fostering critical thinking and independent learning, and challenges in the teaching profession.

These themes that emerged after code reconciliation are listed in

Table 2. Listing of themes and the pertaining codes related to self-perception of in-service teachers.

Themes	Codes	Statement Examples
Teacher dedication and professionalism	Dedication to the profession Lifelong learning Professional development	“Diligent at work, correct, fond of students, and fond of practical work” “I believe that I am a dedicated teacher where, with work and will, I am able to be the best for my students” “Being a chemistry teacher is a privilege; the importance of science is great in life, and if you have the skills and knowledge to teach these fields, you should also be an announcer of the world to the students” “A teacher who acquires knowledge always implements it”
Diverse and adaptive teaching methods	Teaching methods Practical and experiential learning Connecting science to everyday life	“A teacher who loves the profession very much will use a variety of methods and techniques to adapt each student so that they love the subject of biology” “I will be focused on contemporary teaching, where I will use different teaching strategies, adapting them to the teaching unit so that in the end the result is as satisfactory as possible” “The best teaching is one in which objectives are met, the learner is activated, interaction is encouraged, questions of higher levels are used, the student is at the center of teaching, skills are developed, critical and creative thinking takes place, reflection takes place, and the student is able to work independently”
Student-centered and inclusive education	Student-centered teaching Positive learning environment Teacher-student relationship Student behavior Engagement challenges	“I will try to use different learning styles so that each student can find himself in the style that suits him” “The best teaching is one in which objectives are met, the learner is activated, and interaction is encouraged” “I try to be responsible for the work I do. I am a person who helps the student whenever they need it, and above all, without making them feel bad or judged about their opinions or behaviors expressed”
Fostering critical thinking and independent learning	Critical thinking Motivation and inspiration Multiple roles	“Fostering critical thinking and love for chemistry” “Being a teacher in middle school doesn’t mean just to be a teacher; today’s middle schoolers request several roles simultaneously”
Challenges in the teaching profession	Challenges as a teacher School circumstances Pressure and stress social expectations work-life balance.	“The middle school is full of anger and lots of challenges due to the conditions in the school”

. The following question from the online open-ended questionnaire helped us analyze the participants’ responses in the research: How do you describe yourself as a science teacher (chemistry, biology, or physics)?

The theme of teacher dedication and professionalism (Table 2) reflects the strong commitment of science teachers to their roles. In-service teachers emphasized their responsibility, focusing on practical, hands-on teaching and student engagement. They view their profession with pride and consider it both a privilege and a responsibility to impact scientific knowledge effectively. Teachers also highlighted the importance of continuous personal and professional growth, noting a desire to stay updated on new teaching methods. However, concerns about the lack of professional support and development opportunities to sustain this dedication were raised.

Findings related to diverse and adaptive teaching methods emphasize the importance of connecting scientific concepts to real-life situations to enhance student engagement. Teachers view themselves as flexible and creative in their approach, aiming to use modern strategies tailored to each lesson. However, despite their commitment, they face challenges due to limited resources and support, which makes it difficult to achieve the ideal teaching environment where objectives are met, students are engaged, and critical thinking is fostered.

The theme of student-centered and inclusive education highlights teachers’ efforts to create supportive learning environments that cater to individual student needs and foster positive relationships. Teachers prioritize inclusivity and adaptability, aiming to accommodate different learning styles to ensure that each student feels engaged. Despite this commitment, they face challenges with managing student behavior and maintaining engagement, both of which can significantly affect the learning environment. Teachers note that those who incorporate professional development, individualized learning approaches, and student feedback tend to have more effective student-centered instruction.

Further, teachers’ expressions lead to fostering critical thinking and independent learning, which illustrates how teachers aim to deepen student engagement with content and develop crucial cognitive skills. Teachers are dedicated to enhancing critical thinking and igniting a passion for their subjects. They strive to make learning both tangible and understandable through various methods. However, teachers encounter significant challenges due to the multiple roles they must juggle—educator, mentor, and sometimes even a parental figure—which can be overwhelming.

In addition to these positive self-perceptions, teachers also note various challenges in their profession, including school conditions, student behaviors, and social expectations. Teachers acknowledge these obstacles and strive to address them, though issues such as inadequate infrastructure, insufficient resources, and overcrowded classrooms often hinder their effectiveness. Social pressures from parents, administration, and the educational system also contribute to their stress. Despite these difficulties, teachers remain committed to their students.

3.2. Teacher Conceptualization and Interpretation of the Integration of Socioscientific Issues (SSI) into Science Education

Integrating SSI into science education is a forward-thinking approach that aligns well with the goals of contemporary education, which seeks to produce not just knowledgeable students but also critical thinkers and informed citizens. The findings of how in-service science teachers in Kosovo understand and perceive socioscientific issues uncover a complex landscape influenced by different levels of awareness and comprehension of the interaction between science and society. Two main themes arise from the teacher’s reflections on the online open-ended questionnaire (One of the questions from the questionnaire used to assess the second research question is: Have you heard about SSI (Socio-Scientific Issues) in natural sciences before? a. If yes, what does it refer to and how would you define it? b. If no, can you speculate on what it might be?): awareness and knowledge of SSI and integrating science and society from the codes listed in

Table 3. Listing of themes and the pertaining codes related to in-service teacher understanding and perception about the integration of socioscientific issues.

Themes	Codes	Statements Examples
Awareness and knowledge of SSI	Lack of awareness about SSI A need for teacher training	“No, I haven’t heard it before, and I can’t guess what it is about” “I haven’t heard about this term, but I think it has to do with the connection between science and social issues” “We have not held trainings for this, and we are not that informed” “Teachers are mostly focused on books and find it very difficult to get out of them”
Integration of science and society	Connecting science and social issues Importance of social inclusion	“I think it has to do with social issues in science. It has to do with the ability to apply scientific and moral reasoning to real-world situations” “Social sciences are a category of academic disciplines that deal with society and relationships between individuals within a society” “In schools, we also have cases when we are dealing with group created among students, and on the other hand we have students that are not included within the groups and are not accepted even for project group work or something like that, and this issue could be helped a lot by addressing social issues in science” “Social inclusion is a product as well as a process of improving conditions to enable groups and individuals to participate in society”

.

The theme of awareness and knowledge of SSI (Table 3) reveals significant gaps in understanding SSI concepts among teachers and underscores the urgent need for professional development. Most teachers (81% of 54 participants) lack familiarity with SSI and often express uncertainty about the term. Teachers who recognize their limited understanding further stress the need for specialized professional development. Additionally, many educators struggle to move beyond traditional teaching methods, which compounds the issue.

The second theme, the integration of science and society, highlights the essential link between science education and societal issues. Teachers note the importance of addressing real-world problems using scientific and ethical reasoning. They express that science should not be isolated from social dynamics but rather interconnected with societal movements. Teachers report that social inclusion in education is crucial, noting that addressing social issues can help manage group dynamics and enhance overall student participation. This theme emphasizes the dual role of education in fostering scientific literacy and promoting social cohesion.

3.3. The Benefits and Challenges of Developing and Facilitating Socioscientific Issues into Teaching Practices

Integrating SSI into teaching practices presents a promising strategy to enhance science education by establishing connections between scientific principles and real-life social issues. Nevertheless, for this integration to happen, the teachers encounter substantial benefits and challenges in employing SSI in their science instruction. Through an analysis of the teacher reflections related to the benefits, practical application, and challenges linked to SSI, we wanted to understand how teachers successfully (or not) integrate these issues into their teaching practices (One of the questions from the questionnaire that we used related to the third research question is: What are the benefits of educating about the connection between various social issues and natural sciences? And what are the challenges?). The findings revealed three themes: Benefits of SSI integration, practical implementation and examples, and barriers and challenges, which were raised from five codes (

Table 4. Listing of themes and the pertaining codes related benefits and challenges of integrating socioscientific issues into teaching practices of in-service teachers.

Themes	Codes	Statement Examples
Benefits of SSI integration	Benefits of SSI implementation Students’ benefits from SSI	“SSI is effective in increasing students’ understanding of science in different contexts, argumentation skills, sensitivity, and moral reasoning” “The more we contribute to the teaching of social issues, we will have a healthier society and a cleaner environment” “I think that the student benefits a lot from this type of education because on the one hand it becomes more demanding and on the other hand it also develops the sense of critical thinking more” “Enables students to correctly evaluate social topics in science” “Enables students to correctly evaluate social topics in science”
Practical implementation and examples	Examples of SSI in education Implementation strategies of SSI	“An example of the application of social issues in chemistry is, for example, environmental topics such as the use of clean energy, recycling, saving water” “For example, the connection of ecology by teaching students’ what behavior they should have in relation to the environment” “The process of learning about a controversial social issue in science (such as politics, economics, ethics, morals etc.) that requires the use of adequate methods and strategies in reconstructing the thoughts or misunderstandings of students about various social issues in science”
Barriers and challenges	Challenges and limitations	“I think that the most important limitation will be that the scientific context would be lost or in a way the scientific (natural) character would be ‘neglected” “Perhaps care should be taken not to give inaccurate information that leads students to make wrong judgments about certain social cases” “Insufficient teacher encouragement,” “Economic, social, and cultural factors,” and “Inadequate inclusion in the Curricular Framework”

).

The teacher perspectives portrayed in Table 4 related to the benefits of SSI implementation highlight that integrating SSI significantly enhances students’ understanding of scientific concepts, argumentation skills, sensitivity, and moral reasoning. They observe that SSI challenge students, foster critical thinking, and help students evaluate social issues within scientific contexts.

Within the theme of practical implementation and examples, teachers cite environmental issues in chemistry, such as clean energy, recycling, and water conservation, as effective areas for SSI integration. Additionally, they report that integrating ecology into the curriculum helps students understand appropriate environmental behavior and fosters critical thinking, research skills, and collaborative learning. Teachers emphasize that modern teaching methods are essential for fostering 21st-century skills, and they view SSI as a valuable tool for encouraging critical thinking and problem-solving.

The third theme addresses barriers and challenges in integrating SSI into the curriculum. In-service science teachers identified several issues, including concerns about losing scientific rigor and the risk of spreading inaccurate information. Other barriers include insufficient support, economic and cultural influences, and inadequate curriculum integration, all of which limit the effective implementation of SSI in the classroom. Teachers acknowledge these challenges in addition to general obstacles to teaching, such as lack of resources and managing diverse student needs.

4. Discussion

4.1. Self-Perceptions and Professional Role as Teachers

The results reveal that in-service teachers in Kosovo generally perceive themselves as dedicated and skilled teachers, expressing positive self-perceptions in their professional roles. Teachers report a strong commitment to their profession, identifying themselves as adaptable and competent in fostering independent learning and promoting analytical thinking among students. Despite these positive self-perceptions, teachers acknowledge significant challenges, including inadequate school conditions, student behavioral issues, social pressures, limited professional support, and the need to balance multiple roles.

This aligns with findings in the literature, where Turk and Korkmaz [65] found that teachers exhibit high levels of professional dedication, commitment, and positive attitudes toward their profession. Similarly, Michel [66] concluded that newly employed teachers approach their work with great passion and a strong sense of professional dedication. However, Kosovo teachers have extra challenges that impact their professional performance and progress when needed to diverse and adopt teaching methods. For example, research has shown that teachers gain from adjusting their teaching methods and strategies to correspond with different learning styles, although this may be hindered by limited resources in some schools [67,68]. Teachers in Kosovo emphasized the significance of adaptable teaching approaches, but they struggle with standardized materials that do not account for student differences, potentially leading to disengagement. The necessity for professional development to promote adaptive teaching, as proposed by Srinivasa and colleagues [69], remains a key recommendation.

Teachers who prioritize professional development and individualized learning approaches along with student feedback and assessments, are more likely to use student-centered instructions effectively, which resonates with results found by Zhang and colleagues [70]. However, balancing inclusivity and classroom management remains difficult, particularly when teachers as noted by Heliporn, Lakhal, and Belisle [71] link critical thinking and independent learning with three meta-categories: (i) course structure and pace, (ii) choice of teaching and learning activities, and (iii) the teacher’s role and course dynamics. Additionally, teaching strategies are related to student engagement dimensions—behavioral, emotional, and cognitive—when relevant [71]. Addressing these multiple responsibilities in future development programs may help Kosovo science teachers improve their professional competencies.

Regarding their challenges as teachers in their profession concerning school conditions, student behaviors, and social expectations, their responses are in alignment with the research reported by Flores [72]. Flores discusses the teaching profession’s difficulties, noting its challenges from multiple angles, indicating a critical situation characterized by worsening working conditions, limited career prospects, and problems related to remuneration, recruitment, and retention of teachers.

4.2. Conceptualization and Interpretation of SSI

The results show a significant gap in teachers’ familiarity and understanding of SSI, with most teachers expressing limited awareness of these concepts. Only a small percentage (19%) of teachers demonstrated an understanding of SSI and were able to provide examples. This low awareness highlights an urgent need for professional development to help teachers integrate SSI into their teaching practices. Furthermore, the finding emphasizes the importance of targeted training programs to bridge the knowledge gap, as educators often struggle to move beyond traditional methods. According to Zeidler and Nichols [28], incorporating an SSI curriculum fosters critical thinking by engaging students in discussions and debates on controversial issues. SSI also contribute to societal welfare by promoting a healthier society and a cleaner environment. Additionally, SSI implementation challenges students and enables them to evaluate social issues within scientific contexts.

Teachers who are equipped with SSI knowledge may better address the dual role of science education: promoting scientific literacy and encouraging social responsibility. This is consistent with the Kosovo Curriculum Framework’s objective of creating responsible citizens and enabling students to make informed decisions, as emphasized by Chowdhury, Holbrook, and Rannikmae [11]. However, the current gap in SSI awareness among teachers could limit the curriculum’s ability to fulfill these competencies. This suggests that students may not receive the full benefits of an education designed to foster these critical components. This issue is not isolated to Kosovo, similar findings have been reported in other contexts, indicating a widespread lack of experience and familiarity with SSI among teachers, as highlighted by Sibic and Topcu [73].

4.3. Benefits and Challenges of SSI in Teaching Practices

Teachers identified several benefits of SSI integration, including enhanced student engagement, development of argumentation skills, moral reasoning, and greater scientific understanding. These benefits align with research by Kinskey and Newton [74], who found that SSI promote critical thinking and problem-solving in K-12 students. Teachers provided examples of successful SSI integration, such as addressing environmental issues (clean energy, recycling, and water conservation), which also foster students’ 21st-century skills and collaborative learning abilities. However, effective SSI implementation requires a shift from traditional teaching approaches to methods that encourage active student participation and discussion

The teachers also face significant challenges in implementing SSI, including concerns over maintaining scientific rigor, the risk of misinformation, limited resources, and insufficient curriculum support. The literature supports these concerns, indicating that teachers’ uncertainty and lack of materials often hinder effective SSI instruction [75]. Teachers in Kosovo encounter additional challenges due to economic and cultural constraints, which limit their ability to fully integrate SSI into science education. These challenges highlight the need for professional development initiatives, as recommended by Friedrichsen et al. [44] and Nielsen [43], which focus on enhancing teacher competencies for integrating SSI into classroom practices.

The Kosovo Curriculum Framework promotes SSI as a vehicle for responsible citizenship, encouraging students to apply scientific and ethical reasoning to real-world issues. Yet, the limited resources available to teachers can hinder their ability to fulfill these goals. Future initiatives, such as curriculum modifications, could better support teachers in overcoming these obstacles, allowing them to adopt the “education via science” approach that encourages students to connect classroom learning to socially significant issues [7].

4.4. Implications to Educational Reform

Professional development programs targeting SSI might provide a beneficial path forward for teachers in Kosovo and other developing countries. Bandura’s idea of mastery experience states that completing new activities improves self-efficacy [25]. Teachers may enhance their confidence in teaching complicated problems by participating in professional development programs that provide opportunities to gain proficiency in integrating SSI. Moreover, the results substantiate the need for teacher professional development that involves teachers transitioning from a value-neutral science teaching approach to one that integrates SSI and its social and ethical aspects [76]. Peel and colleagues [77] state that professional development workshops help teachers comprehend SSI, envision instructional activities centered on SSI, and directly tackle SSI. This approach emphasizes integrating scientific knowledge with real-world applications, encouraging students to engage in scientific problem-solving, develop personal and creative abilities, and participate in decision-making processes related to socially significant issues. Therefore, this study’s results could be enough reason for educational policymakers to evaluate and modify existing teacher training, teacher preparation programs, and curriculum requirements.

The education system may enhance students’ preparedness for complex socioscientific challenges in their personal and professional lives by prioritizing SSI and offering continuous assistance. This was evident through the group of in-service teachers who understood the integration (19%) of SSI in science teaching and provided reasonable examples linked to SSI concepts. Discussions, projects, and debates were among the teaching methods mentioned when giving examples of SSI implementation. Daily life context issues, environmental pollution, global warming, genetically modified foods, renewable energy, recycling, drug use, and the COVID-19 pandemic were among the topic examples the participants identified as having immense potential for SSI-based learning.

More research into the reasoning patterns of a greater number of teachers is needed to better understand teachers’ awareness of socioscientific issues and whether reasoning about these issues demonstrates developmental trends in developing countries such as Kosovo. The findings suggest numerous directions for future research. First, the science curriculum’s annual lesson planning needs to be explored in practice and investigated to understand the coverage of contextual topics in SSI. Second, teacher development needs to enhance SSI teaching practices, which must be identified. Third, a well-prepared teacher education and professional development program promoting SSI-based learning should be implemented, shifting the role of the solo authoritative teacher in the classroom to that of a facilitator.

Furthermore, it is essential to advocate for a shift to education through science, encouraging SSI implementation and broadening its role in science and society. The concepts and examples of SSI have been growing rapidly, providing many opportunities through which students can accomplish the goals of science education and scientific literacy. The controversial nature of SSI allows students a safe stage for exploring, discussing, and reasoning through socioscientific issues. SSI stress multiple considerations, such as moral, ethical, cultural, traditional, economic, political, and environmental, to prepare the learner with decision-making skills, enhance scientific literacy, and enable scientific growth, moral development, and responsible citizenship [11].

Consequently, the findings emphasize the critical need to integrate SSI into science education within the Kosovo education system. They discuss the implications for science educators and curriculum developers, underscoring several key areas mentioned above. From a deep contextual perspective, the findings reflect a progressive vision for science education in Kosovo, aligning with global trends that emphasize the importance of contextual and ethical considerations in scientific learning. The emphasis on teacher development and curriculum adjustments indicates a holistic approach to education reform.

In conclusion, the low awareness of SSI among teachers highlights the need for comprehensive educational reforms aimed at integrating these issues into the science curriculum. Such efforts are essential to fulfilling the goals of the Kosovo Curriculum Framework and ensuring that students develop the competencies needed to become responsible, informed, and engaged citizens. With the help of professional development programs, teachers can enhance their skills and knowledge, ultimately benefiting from the positive impacts of implementing SSI in their classrooms. By fostering mastery experiences and addressing the challenges faced in achieving teacher professionalism, educators can become more effective in promoting scientific literacy and ethical thinking among their students.

4.5. Limitations

The data showing participants limited prior awareness of SSI may have led to speculative responses, potentially affecting data reliability. Additionally, the subjective nature of responses regarding SSI benefits and challenges introduces variability, which may impact the analysis of SSI education impact. Another limitation is the study’s limited generalizability due to a small sample size and its focus on teachers’ perceptions rather than objective measures. As a result, the broader applicability of findings is restricted, and the depth of analysis is constrained.

Future Research could expand on this study by applying the instrument both within Kosovo and across different countries and cultural settings to enable cross-contextual comparisons. Such studies would provide a broader understanding of how different educational settings influence teachers’ perceptions and readiness to implement SSI and enrich the body of literature on SSI integration in science education across both local and global contexts.

5. Conclusions

This article gives a first glance into science teachers’ self-perception and socioscientific issues understanding. This small-scale investigation obtained an early insight despite its limited generalizability. This study discusses SSI in science education to help curriculum policymakers change the curriculum and contextualize teacher preparation and professional development. Despite dedication and skills, in-service science teachers confront problems such as poor school environment, student behavior, social pressures, and limited professional support. Effective sociocentric teaching requires overcoming these difficulties. Research also shows that most in-service science teachers are unaware of SSI, indicating the need for specific professional development to increase their knowledge and application. The study only examined science teachers, but other teachers’ SSI knowledge is crucial. It is essential to determine if their focus is on citizens’ educational development, which will lead to the country’s economic growth and help balance the relations among factors that will help the country grow.