Conference Program

Comprehensive Sexualities Education (CSE) still faces several challenges in Italy, resulting in a lack of school curricula and academic training on the topic (Bruno 2024, 2025; UNESCO, 2023). Aiming to design training and education on sexualities that are coherent with the specific context, following a bottom-up approach, the present work is the outcome of a content analysis of suggestions from Italian high school teachers, future educators, and primary teachers enrolled in Italian universities. Through an open-ended question, the study participants shared their advice or prioritized topics, writing a maximum of three words, keywords, or sentences. Participants’ answers were analyzed using a projective content analysis, following the four phases of the data interpretation process proposed by Kleinheksel and colleagues (2020) and, to ensure the reliability of the analytical process and the results, more than one coder was involved (Renz et al., 2018). Statistical analyses were then conducted on the themes derived from the content analysis using SPSS v.27 to investigate possible associations and differences through Chi-square (χ²) analysis. From the content analysis, eight themes and related subthemes emerged. The first theme has been positioned as such for logical rather than numerical reasons, while the remaining seven themes are presented in decreasing order: No suggestions (n = 145); Topics (n = 392); Strategies and materials (n = 246); Approaches (n = 225); Methods (n = 191); Goals (n = 169); Educational responsibility (n = 134); and Educational/training needs (n = 124). Based on the suggestions of in-service teachers and university students, the themes that emerged seem related to several design aspects recommended in international and national documents and guidelines on CSE (IPPF, 2017; Ordine degli Psicologi, 2024; UNESCO, 2018). For example, a wide range of topics is mentioned, reflecting the importance of including not only medical and preventive aspects in CSE, but also emotional and relational dimensions, as well as health in a broader sense (Hawkins, 2024). In terms of school implementation, participants emphasized the importance of active participation, a scientific and professional approach, and educational continuity, suggesting the inclusion of CSE as a stand-alone subject or a cross-curricular component (Goldfarb & Lieberman, 2021). Furthermore, CSE should challenge sociocultural taboos and fill the educational gap created and transmitted across generations, increasing awareness of violence’s dynamics and phenomena (Bonvini & Demozzi, 2024). Finally, participants suggested the importance of shared educational responsibility, with a support network that encompasses different actors and services while also highlighting the educational and training needs of teachers, educators, and parents regarding SE (Plan International, 2020; UNESCO, 2018; WHO & BZgA, 2010). Chi-square (χ²) analyses reveal several differences among the participants’ suggestions, both between the two groups and within each group. Although the study’s findings are not generalizable, the context analyzed appears to be fertile ground for future design and provision of CSE. Based on these results, it is possible to hypothesize training that can be applied across various educational and training contexts and be coherent with the participants involved, while respecting both the bottom-up and top-down approaches.