ISSN: 2226-6348
Open access
This systematic review explores global perspectives and strategies for enhancing teacher
competencies in Sex Education, a critical aspect of effective sexual health education. Despite growing recognition of the importance of Sex Education in schools, teacher preparedness and competency remain inconsistent across regions. The review synthesizes findings from studies conducted worldwide, examining various teacher training programs, professional development initiatives, and the impact of cultural, social, and personal factors on teaching practices. Results indicate significant variation in competencies, with many teachers reporting moderate to low levels of confidence and knowledge, particularly in addressing sensitive topics such as LGBTQ+ issues, consent, and sexual rights. While professional development programs were found to improve teacher competencies, challenges such as cultural resistance, lack of resources, and insufficient in-service training persist. The review also highlights the role of teacher attitudes and beliefs, which can both facilitate and hinder effective sex education delivery. Based on these findings, the article suggests directions for future research, including the need for longitudinal studies, cross-cultural comparisons, and interdisciplinary approaches to teacher training. This review underscores the necessity of comprehensive and continuous professional development to enhance teacher effectiveness and improve the quality of sex education worldwide.
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