(Re)thinking Sexual and Reproductive Health Education with Bloom’s Taxonomy

Sexual and Reproductive Health (SRH) education remains largely limited to awareness-based interventions, particularly in stigmatized socio-cultural contexts. Researchers are extensively focusing on pedagogical theories, reshaping teaching and learning practices to enhance educational outcomes. This paper investigates the application of Bloom’s taxonomy as a design framework for scaffolding SRH learning from foundational knowledge to higher-order cognitive engagement. We conducted a mixed-methods study with 45 participants who engaged in learning activities across different cognitive levels, followed by semi-structured interviews. Our analysis shows that integrating higher-order learning objectives—such as application, analysis, and reflection—supports deeper engagement and understanding of SRH topics beyond surface-level awareness. We also highlight how technologies such as VR and LLMs enable flexible, exploratory learning and create safe, judgment-free spaces for engaging with sensitive topics, supporting users’ comfort. Based on these findings, we derive design implications for developing structured, inclusive, and stigma-sensitive SRH education technologies. This work contributes to HCI by empirically demonstrating how established learning theories can advance learning in sensitive educational domains.