Just as in the case of the interviewed teacher trainers, it is fair to say that secondary school teachers deal with a variety of global issues in their classes. As it was mentioned above, this cohort of secondary school teachers really appreciates dealing with the topic of the environment, so they happily discuss the topic of environmental protection (B, E, É, H, I, T), climate change (Á, SZ), endangered species (H), the environmental impacts of the fast fashion industry (Á) or sustainability (T) with their groups. Another popular topic among the interviewees turned out to be democracy, and the teachers who mentioned it (B, H, I) also tend to talk about the elections in general and the European Union with their groups. Topics in connection with the Internet were also mentioned by several participants, such as internet safety (H, I), digital pollution (T) and fake news (I). The interviewees also deal with the following global topics in their classes: women’s rights (T), youth (Á), capitalism (Á), migration (E), globalisation (B) or health (K). Áron pointed at the fact that it is important to discuss what the individual could do to tackle these issues to make these topics more relevant for learners. Édua expressed her concern though about the fact that students sometimes hear about certain topics too much (e.g., about the Holocaust or about environmental protection), which can lead to discussions becoming counterproductive. Nevertheless, she pointed out that in such cases, the teacher’s task is to find the point where students can link to each topic and to make them realize that “these issues are part of their lives” (T/É-2).