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Teachers of geography and economics address numerous topics in the classroom which are controversially discussed in society and/or affect pupils directly. How they deal with issues such as migration or identity depends not only on the respective curriculum but also on their disciplinary knowledge and pedagogic skills. This paper argues for the need to adapt learning environments depending on educational objectives, content, age and discusses focus groups as one possible way to work withdoi:10.48088/ejg.c.hin.12.4.016.030 fatcat:hacwq3xlunexhjrgnxss2sqk3q