Sexual Education among Students in Higher Learning Institutions in Tanzania Chesko Tweve, Shadrack Mwakalinga and Peter Mwamwaja Catholic University of Mbeya-Tanzania

This study explored the perceptions of students and lecturers regarding sexual education in higher learning institutions in Tanzania. A mixed-methods research design was employed. Quantitative data were collected using questionnaires administered to students, while qualitative data were gathered through interviews and focus group discussions with lecturers and administrators. Quantitative data were analysed using descriptive statistics, including percentages and charts, whereas qualitative data were analysed thematically. The findings revealed a high level of awareness of sexual education among respondents; however, formal provision within institutions was largely inadequate, inconsistent, or unclear. Sexual activity and unintended pregnancies were found to be most prevalent during the early years of university study, particularly in the first year. Respondents acknowledged the importance of sexual education in promoting responsible behaviour, reducing sexually transmitted infections and unwanted pregnancies, and enhancing academic performance. The absence of structured sexual education resulted in reliance on informal sources, limited open discussion, and increased exposure to risky sexual behaviours. The study concludes that Tanzanian higher learning institutions need to consider including sexual education courses in their curriculum. These findings underscore the urgent need for institutionally supported, curriculum-based sexual education to promote students’ health, well-being, and academic success.