Educators' Experiences and Perspectives on Teaching Sexuality Education to High School Students in Vietnam

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199

Teaching Experience; Teacher Attitudes; Sexuality; Sex Education; High School Students; Foreign Countries; Barriers; Educational Practices; Teacher Characteristics; Curriculum; Faculty Development; Environmental Influences

979-83-8281-039-3

This qualitative phenomenological study explored experiences of teaching sex education and identified challenges to sexuality education among 10 Vietnamese high school educators. Sexuality education high-school teachers in Vietnam participated in in-depth interviews focused on (a) experiences associated with teaching sex education in Vietnamese high schools and (b) how high school educators' experiences with professional training related to sex education influenced their teaching practices. This research explored teacher characteristics, curricula, professional development, and environmental factors. Study data were collected via Zoom interviews, enabling the researcher to engage participants in their subjective viewpoints and overcome the hurdles of long-distance travel and health safety concerns amid the COVID-19 pandemic. Data were analyzed and interpreted using thematic analysis. The problem was twofold: (a) Without comprehensive sexuality education, adolescents and youth are at risk for unplanned pregnancies, abortion, sexually transmitted infections, cervical cancer, HIV, and other diseases; and (b) Comprehensive sexuality education can empower adolescents to make informed choices about their sexual health. Three research questions (RQs) were formulated directly from the existing problem RQ1. How do high school educators in Vietnam describe their teaching practices related to sexuality education? RQ2. What factors influence the experiences and perceptions of educators in Vietnam regarding teaching sexuality education to high school students? RQ3. What recommendations do educators have for training/professional development and content delivery for teaching sexuality education to high school students? Using three theoretical frameworks, Constructivism, Social Cognitive Theory, and Transformative Learning Theory, the research utilized established methodologies developed by prior scholars and theories. While seven themes emerged, the study's results inferred a commonality of the participants' experiences within three main takeaways: the impact of the Vietnam Ministry of Education and Training, the participants preferred professional development setting of blended learning, and a need for mandatory professional development for these dedicated educators. These three takeaways are intertwined and converge with the interests and ability to deliver proper and accurate sex education to adolescents, not only in Vietnam but worldwide. The results of the phenomenological study suggest that professional development can benefit organizations, community groups, and personal enlightenment within broader realms of teaching, coaching, and mentoring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2024

ED657378