Affective-sexual education in teacher training: a curricular analysis of the bachelor’s degree in primary and early childhood education in Spain

Abstract Addressing affective-sexual education in teacher training is a crucial component in guaranteeing students' comprehensive learning. However, it has had little or no presence in the syllabuses of the undergraduate degree programmes in Early Childhood and Primary Education. This study analyses the presence and characteristics of this content in 1673 teaching guides for the 2024/2025 academic year associated with the Infant and Primary Education degrees at Spanish public universities. It is based on a documentary analysis complemented with a quantitative approach. The information was managed using an ad hoc instrument. The artificial intelligence tool Notebook LM was used as a search engine, as well as a manual search. Descriptive, comparative and correlational procedures were used to process the information. The results show a low presence of affective-sexual education content. Nonetheless, this study provides empirical evidence on an underdeveloped dimension and underlines the need to institutionalise sex education in teacher training, highlighting the role of quality agencies in this process.