We are clueless: The voices of jordanian teachers untrained in conflict-sensitive pedagogy.

This study examines Jordanian teachers' experiences navigating the complexities of teaching amidst the Israel-Palestine conflicts without receiving formal training in conflict-sensitive pedagogy. Through in-depth interviews, themes emerge, illuminating the challenges, practices, and perspectives of educators in conflict-affected classrooms. The teachers perceive significantly limited formal training in conflict-sensitive pedagogy among Jordanian teachers and express a pervasive disillusionment with educational authorities. However, they demonstrate proactive approaches, attempting to integrate war-related topics into their curriculum, promoting critical media literacy and fostering peaceful expression. This study provides a foundation for future research to explore practical pedagogical approaches and support mechanisms in conflict-affected contexts. • Identifies challenges faced by Jordanian teachers without conflict-sensitive pedagogy training. • Highlights the untrained teachers' proactive methods in conflict-sensitive contexts. • Lays groundwork for future studies on pedagogical approaches in conflict-affected regions. [ABSTRACT FROM AUTHOR]