IJSSE ABSTRACTS

Abstract

The International Journal of Studies in Sexuality Education (IJSSE) (e-ISSN: 3079-5729, p-ISSN: 3079-5710) is a double-blind, peer-reviewed, fully open-access journal dedicated to advancing scholarship in the field of sexuality education. It provides a rigorous academic platform for publishing high-quality empirical, conceptual, theoretical, and critical analyses of sexuality education in all its dimensions. The editorial board welcomes submissions that explore diverse aspects of Comprehensive Sexuality Education (CSE), including learner challenges within school settings, operational guidance for implementing CSE, and frameworks grounded in human rights and individual values. Manuscripts should offer scientifically accurate and contextually relevant insights on topics such as gender norms and power dynamics in relationships (e.g., consent, coercion, intimate partner and gender-based violence, and sexual diversity); bodily autonomy, puberty, and reproductive health; interpersonal communication and decision-making; and sexual health, including STIs, HIV/AIDS, unintended pregnancy, contraception, condom use, and access to health services. A key focus of IJSSE is on gender equality, not only as a standalone subject but also integrated across all components of CSE. This emphasis supports broader efforts to keep girls in school and foster egalitarian and inclusive learning environments. The journal also values pedagogical approaches that promote safe and healthy learning conditions through participatory, learner-centered teaching methods that enhance communication, critical thinking, and informed decision-making skills. Furthermore, IJSSE encourages research highlighting youth advocacy, civic engagement, and program design that empowers learners to become agents of change within their communities. Cultural relevance and adaptability for diverse subpopulations are also considered essential in sexuality education programming. All submissions must demonstrate academic rigor, methodological soundness, and critical engagement consistent with high scholarly standards.