Sex Education and Comprehensive Health Education in the Future of Educational Professionals

Abstract

This work shows an approach to comprehensive sexual education as an anthropological key to promoting health in the self-realisation of future education professionals. Comprehensive sexual education and health form a system. To carry out this study, we have analysed the opinion that students of the Faculty of Education Sciences of the University of Granada (Spain) have about the comprehensive sexual education received and the importance of this training in their professional practice. For this purpose, we used a quantitative and exploratory research design, using a questionnaire as an instrument for collecting information with a sample of 293 students. The results show that students have received poor sex education, along with the belief that education professionals do not receive proper and organised training in sex education. We can conclude that the majority of respondents consider sex education to be a recognised right, highlighting the importance of education professionals receiving proper training in sex education at university, where content related to respect, education for equality, and sexual health is prioritised. Sexuality constitutes the fundamental anthropological structure: comprehensive sexual education is a source of personal (corporal, psychic, spiritual) and social health, hence the importance of educating in comprehensive sexuality.

Insights from a Qualitative Exploration of Adolescents’ Opinions on Sex Education

“…Over the years, educational institutions have produced an explicit curriculum in which history was studied from the point of view of men, a hidden curriculum of sexist behaviour that omits the teaching of the contributions that women have made to society [52]. CSE that promotes human rights and gender equality and improves adolescent sexual and reproductive health must be pursued [53]. This study highlights the need for a joint approach to CSE between the secondary school and the family, including improved teacher training [36] and giving a prominent role to the family [35].…”