Summary

The State Secretariat for Security Policy (SEPOS) and the Lucerne University of Teacher Education have revised the teaching material "How Safe Are We?" and published an updated new edition. The hybrid learning material is aimed at secondary school II teachers and tertiary level instructors. It conveys current security policy issues in a practical and balanced manner. In addition to the printed brochure, digital learning content has also been updated. The teaching material is freely available in German, French, and Italian.

Persons

  • (No individuals named)

Topics

  • Security policy education
  • Geopolitics and Switzerland
  • Media literacy and source criticism
  • Hybrid learning

Clarus Lead

In light of growing geopolitical tensions and new threat scenarios – from cyberattacks to disinformation – basic knowledge of security policy is becoming increasingly relevant for adolescents and young adults. The new edition of the teaching material addresses this need through practice-oriented communication of complex relationships, enabling students to independently evaluate information and form informed opinions.

Detailed Summary

The revised teaching material is based on a hybrid approach that combines printed brochures with digital learning content. This structure enables varied and interactive instruction and accommodates different learning styles. The material was developed to convey current security policy issues – particularly in the context of armed conflicts, extremism, and technological threats – in an understandable manner.

The teaching material follows a multi-perspective approach and works with different sources to guide learners in critical source analysis. A central goal is the promotion of media literacy and independent opinion formation. Availability in three languages (German, French, Italian) and free provision underscore accessibility for all school types and regions of Switzerland.

Key Statements

  • Security policy topics are gaining relevance in school instruction due to increased interest among young people in geopolitics.
  • The teaching material combines print media and digital content for flexible, interactive learning.
  • Source criticism and media literacy are central to the didactic approach in order to combat disinformation and one-sided information.

Critical Questions

  1. Evidence: On what empirical basis is the assumption that young people's interest in geopolitical topics has increased? Are there quantitative data?

  2. Source Validity: Which sources and perspectives are represented in the three modules, and according to what criteria were these selected?

  3. Conflicts of Interest: To what extent could the involvement of a state secretariat lead to an institutional perspective on "security" that marginalizes alternative or critical viewpoints?

  4. Feasibility: How is it ensured that teachers use the material correctly and not as a propaganda tool?

  5. Effectiveness: Are there evaluation mechanisms to verify whether the teaching material actually leads to more critical thinking and independent opinion formation?

  6. Timeliness: How frequently is the material updated to keep pace with rapidly changing geopolitical realities?

Bibliography

Primary Source: Switzerland-EU Package (Bilateral III) – https://www.news.admin.ch/de/newnsb/tRyY1EqhfLVTbj0WWrpLe

Verification Status: ✓ 16.07.2026

This text was created with the support of an AI model. Editorial responsibility: clarus.news | Fact-checking: 16.07.2026