Teacher Training Programs Research Articles

Upgrading Master's Training for Higher Education Instructors in the Digital Era: Public Health Education as an Example

This study elucidates the theoretical underpinnings and underscores the imperative of enhancing master's training programs for higher education teachers within the educational digitalization landscape on the public health education example. The research elucidates that at the core of this evolution lies the technological concept, necessitating the development of a meticulously grounded model for the purposeful and well-organized training of higher education faculty within a digitally transformed educational framework. This model delineates a meticulously outlined structure, content framework, a judicious selection of methodologies and techniques, and a methodical integration of technological advancements to ensure the realization of desired educational outcomes. The structural-functional model encompasses integral components such as the methodological-objective facet (incorporating societal demands, educational objectives, conceptual approaches to professional development, and digitalization elements), the constructive-procedural dimension (comprising educational directions, organizational forms in the digital paradigm), the profession-specific aspect (encompassing content, technologies, methods, pedagogical tools), and the analytical-effective domain (defining criteria, process metrics, diagnostic tools), in conjunction with organizational-pedagogical parameters. Emphasis is placed on nurturing a tailored educational milieu and fostering educational innovations to augment the efficacy of training enhancements with a specific lens toward public health implications. The article substantiates the criteria and metrics for bolstering master's training initiatives for higher education instructors, underlining the distinct facets of national educational digitalization and the unique dynamics among higher education stakeholders. The contemporary relevance of revamping master's programs for teachers is underscored through exploring diverse digital learning formats employing information technologies, digital resources, and cloud-based tools. Initiatives aimed at reshaping the master's educational landscape to align with the digital era will entail validating the proposed model's efficacy through experimental validation across domestic and international educational realms.

Reflections of the Empathy Concept on the School Environment

By nature, people tend to communicate with other individuals around them. When communication is healthy, the incompatibilities in the organizations are minimized. One of the most important factors that ensure healthy communication is the ability to empathize. Empathy can be explained as the ability to put oneself in the place of the other person in general. This qualitative research, which aims to examine the reflections of the concept of empathy on the school environment in terms of students, teachers, school administrators and parents according to the opinions of teachers, is structured in a phenomenological design. The study group consists of 30 teachers working in different branches. The researchers created a semi-structured interview form with open-ended questions. The data is structured under categories and themes. The findings of the study are presented under 10 themes. The participants expressed the concept of empathy as empathy and developing a perspective to understand the other person, while the high empathy skills of the school stakeholders positively affected the success of the social environment of the school and human relations. Studies to be carried out to improve the empathy skills of teachers, school administrators, students and parents, in-service training activities, student, and parent activities were among the prominent results. It may be recommended that lessons and practices aimed at developing the empathy skills of teacher candidates be included in teacher training programs, and that inspectors and administrators, who are expected to play a leadership role in education, develop empathy behaviour and guide teachers, students, and parents.

Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning

Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students.

Developing a Sustainable Education Protocol for Children with Attention Deficit Hyperactivity Disorder (adhd) in the Context of Developing Country

Abstract Attention Deficit Hyperactivity Disorder (adhd) is a neurodevelopmental disorder characterised by symptoms of inattention, hyperactivity, and impulsivity that may significantly impact children’s academic, social, and emotional health. This study has examined the most recent scholarly research on the influence of adhd on children’s academic performance as well inclusive education protocol in different country contexts. Legal and academic interventions for adhd are well-established in developed countries, but there is a significant gap in addressing the needs of children with adhd in developing countries. This research study aims to fill the gap by suggesting a sustainable formal education protocol designed to meet the specific problems and situations of developing countries. The proposed Strategies-Support Services-Collaboration (ssc) protocol is influenced by concepts of inclusion, equity, and sustainability, aiming to address the different challenges encountered by children with adhd in obtaining quality education. The protocol includes measures for early detection and assessment of adhd, customised academic accommodations and support services, teacher training and capacity-building programmes, and collaborations with community resources and healthcare professionals. This research intends to empower educators, policymakers, and communities by proposing a sustainable formal education protocol. The goal is to establish more inclusive and supportive learning settings for children with adhd, thereby enhancing their academic success and general well-being. Integrating children with adhd into formal school aligns with the Sustainable Development Goal (sdg) 4 which aims to offer inclusive and quality education for everyone.

Implementation of English Language Competence –Based Curriculum in Tanzanian Secondary Schools: A Case Mtama District

The study assessed the implementation of the English language Competence Based Curriculum (CBC) in Tanzanian secondary schools, with a focus on Mtama District. The study employed the Communicative Competence Model (CCM) to guide the study. Data were collected in Mtama District in April 2023, where the study used a mixed methods design involving random and purposeful sampling. The study focused on 21 English teachers and 380 students, employing a complementary research design that integrated qualitative methods such as interviews with quantitative techniques like Likert scale questionnaires. The findings revealed that English teachers in Mtama District implement CBC at a medium level; the study sheds light on the practical aspects of CBC performance, providing an understanding of approaches, strategies, and methods. The study concludes that the successful implementation of the CBC is a collective responsibility, and it is crucial for English teachers to be proactive in their training and development. The study also recommends the effectiveness of different models of English teacher training and professional development programs, specifically to CBC methodologies and innovative teaching strategies and pedagogical approaches that enhance the integration of CBC principles in English language teaching.

The effectiveness of in-service teacher training programs in enhancing teaching quality and student achievement

In the rapidly evolving landscape of education, the continuous professional development of teachers is essential for maintaining high standards of teaching and enhancing student achievement. In-service teacher training programs, which provide ongoing education and training for currently employed teachers, are a crucial component of this professional development. This study uses a mixed-methods approach to investigate the efficacy of in-service teacher training programs in enhancing student success and teaching quality. To obtain thorough data on their experiences and perspectives, 286 in-service teachers from various schools around Kampala completed a survey. Additionally, 52 in-service teachers were interviewed, providing a comprehensive insight into their experiences. According to the quantitative results, 71% of the respondents had previously taken part in in-service training; 61% reported improvements in the quality of their instruction, and 71% noted improvements in student performance. The chi-square tests and regression analysis results showed that in-service training significantly improved student achievement and teacher quality. These findings were corroborated by the qualitative data, which highlighted themes including improved teaching strategies, increased teacher confidence, enhanced student engagement, impact on student achievement, and teacher motivation and morale. The study also highlights the value of peer cooperation and hands-on workshops in training programs and emphasizes the necessity of ongoing, customized professional development. This study offers a comprehensive knowledge of the efficacy of in-service teacher training programs by integrating quantitative and qualitative data. This understanding will be beneficial for educators and policymakers as they build more effective professional development initiatives.

UNDERSTANDING THE IMPACT OF TEACHER DEMOGRAPHICS ON ASSESSMENT FOR LEARNING STRATEGIES IN GHANA'S EDUCATIONAL SYSTEM

This study explores the implementation and effectiveness of Assessment for Learning (AfL) strategies among basic schoolteachers in Ghana, focusing on the influences of gender, teaching experience, and teaching division. Utilising a survey approach, data were collected through a 16-item Assessment for Learning Questionnaire (AfLQ) from a randomly selected sample of 100 teachers. The instrument's reliability and validity were confirmed through a pilot study and expert reviews, achieving a Cronbach's alpha of over 0.7 for all variables. Multinomial regression analysis provided key insights into the effectiveness, variability, and reliability of AfL practices, guiding professional development and future research. Multiple linear regression analyses identified significant correlations among AfL practices, with strong positive relationships between self-assessment, peer assessment, and immediate feedback. Variance plots showed higher variability in the implementation of certain practices among female and subject teachers, indicating a need for more tailored professional development. Additionally, the Test Information Function (TIF) plot revealed distinct proficiency levels, highlighting areas where teachers excel and potential gaps requiring intervention. These findings emphasise the critical role of demographic factors in the application and success of AfL strategies and offer actionable insights for enhancing teacher training programmes. By integrating advanced statistical techniques, the study provides a comprehensive understanding of AfL practices in diverse educational settings, contributing valuable knowledge to the field of educational assessment.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0871/a.php" alt="Hit counter" /></p>

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities.

Engaging Students Through PowerPoint: The Power of Multimodal Learning

Teachers play a crucial role in fostering a positive and motivating learning environment for their students. One effective method to enhance student learning motivation is the use of PowerPoint as a multimodal tool. This study aimed to enhance students' learning motivation using PowerPoint in this capacity. Classroom Action Research (CAR) was applied, with 36 XI-grade hospitality students selected through purposive sampling. Field notes were used to record the implementation process, observation sheets examined improvements in students' learning motivation, and interviews identified the challenges of using PowerPoint as a multimodal tool. The results demonstrated that using PowerPoint effectively enhanced student learning motivation, with student participation increasing from 49.2% in the preliminary study to 77.7% after the intervention. Significant improvements were observed in various aspects: attentiveness, expression of ideas, task completion, active participation, collaboration, and engagement in group discussions. However, the study also highlighted challenges, such as the need for expertise in seamlessly integrating PowerPoint and tailoring materials to diverse student needs, including facility-related issues. These findings suggest the necessity for future research to investigate teacher training programs and examine the impact of various multimodal elements in PowerPoint presentations on student engagement. Despite the challenges, PowerPoint remains a promising tool for enhancing classroom dynamics and student motivation.

Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training

This mixed-methods case study explores teacher professional identity (TPI) tensions and motivations for Artificial Intelligence (AI) integration in teaching within a Chinese university-level AI-enhanced teacher training programme. Surveys were completed by 216 attendees, followed by in-depth qualitative analysis of 15 selected teachers. The study reveals TPI groupness-individuality, humanity-technology, and continuity-openness tensions. Three conceptual models are introduced: Human Intelligence and AI as Navigator, Collaborator, and Inventor. It underscores the critical role of tailored AI-enhanced teacher training in harmonising educators’ diverse identities and motivations with technological advancements, signalling a strategic approach for effective AI integration in global teacher education.

Creating a resilient pedagogy: Character strengths intervention for aspiring educators

Teachers play a crucial role in guiding learners through life's challenges. They face educational and socio-economic shifts while striving to teach for a better future. Our study focuses on equipping future teachers, called pre-service teachers, with resilience-building resources during their teacher training program. A potential antecedent to resilience, which facilitates cognitive strategies and attentional processes, is cognitive flexibility. We first tested whether cognitive flexibility predicts resilience. Next, relying on the tenets of positive psychology, which studies resilience, we developed and tested the effectiveness of character strengths intervention in enhancing pre-service teachers' resilience and cognitive flexibility. An individual's belief in their ability to change personal resources could influence how an intervention manifests. Hence, we studied how mindset impacts the intervention's effect on cognitive flexibility and, thus, resilience. We adopted a multi-method approach, guided by Polk's theory of resilience, to test out objectives.Using a cross-sectional design, study one (n = 273) found that cognitive flexibility significantly predicted resilience. Study two (N = 193; nexp = 133, ncont = 60) was a multi-site field experiment. We found that intervention significantly enhanced resilience (experimental group M = 29.62, control group M = 28.33) and cognitive flexibility (experimental group M = 54.42, control group M = 52.01). Further, a growth mindset, was found to moderate the indirect effect of character strengths intervention on resilience via cognitive flexibility. The study contributes to theoretical and practical advancements in resilience. Taken together, the findings highlight the cognitive-affective-behavioural makeup of resilience and, importantly, the role of cognitive flexibility. The intervention can be seamlessly integrated into teacher training curricula for a resilient future.

Teknologi dan Personalisasi Pembelajaran Pendidikan Islam untuk Generasi Z

This study discusses the integration of technology and personalized learning in Islamic education for Generation Z. The research employs a qualitative approach with literature review as the main method. The findings indicate that technology can enhance learning effectiveness by providing interactive tools and platforms accessible anytime and anywhere. Technology allows for more engaging material delivery and helps students understand Islamic concepts through visualization and simulation. Personalized learning allows curriculum and teaching methods to be tailored to individual student needs, which can increase their motivation and learning outcomes. Generation Z, who have grown up in a digital environment, greatly benefit from this approach. However, challenges such as the digital divide, negative impacts of technology on social and spiritual interactions, and the substantial resources required for personalized learning need to be addressed. A balanced strategy between the use of technology and the preservation of Islamic values is necessary to ensure that Islamic education remains relevant and effective in the digital era. Developing technological infrastructure, training programs for teachers and students, and relevant curricula are essential to achieving these goals.

The Relevance of Curriculum for Pre-Service Teachers in Addressing Dynamic Classroom Changes in South Africa

In South Africa, the educational landscape is characterised by constant evolution and dynamic classroom changes, driven by technological advancements, diverse student populations, and evolving pedagogical approaches. Pre-service teachers are crucial in navigating these changes and fostering effective learning environments. This systematic literature analysis explores the relevance of curriculum for pre-service teachers in addressing the challenges posed by dynamic classroom contexts in South Africa. Drawing upon a comprehensive review of existing literature, this study examines the alignment between pre-service teacher education curricula and the evolving needs of classrooms in South Africa. Key themes explored include integrating technology, cultural responsiveness, inclusive education practices, and pedagogical flexibility. The analysis also considers the efficacy of current pre-service teacher training programmes in preparing teachers to meet the diverse needs of students in dynamic classroom settings. Furthermore, the study investigates the perceptions and experiences of pre-service teachers regarding the adequacy of their curriculum in equipping them for the realities of South African classrooms. By synthesising findings from various sources, this research aims to inform curriculum development efforts and enhance the preparation of pre-service teachers for the multifaceted challenges of teaching in South African schools.

Training Teachers For New Ways Of Understanding Physics Teaching From Its Mathematization

Using mathematics in physics teaching often becomes an obstacle to learning. About this problem, we study possibilities of training future teachers for new understandings about the relationship between physics and mathematics. Our main frame of reference is a research sequence developed in the Teaching and Learning of Physics research group. Data arose from participant observation in the “Didactics of Physics” course in an initial teacher training program. It was qualitative research of case study type, with 20 students finishing their training process. We focused on addressing the "mathematization of physics for teaching" in three phases by developing ways to enrich classroom interaction using experimental resources, technologies, and literature. The three phases were the criteria for planning and executing the course. 1) Phenomenological approach; 2) Physical systems observation and; 3) Conceptual modeling. Results show how students substantially changed the way of creating explanations in physics to the point of being able to work on topics that they did not understand at the beginning, such as Minkowski diagrams, quantum entanglement, and the concept of entropy. We found evidence of real possibilities to get out of the traditional way of presenting mathematics in physics, understanding the mathematization as a natural and mental process to see nature.

Enhancing pre-service teachers’ classroom management competency in a large class context: the role of fully immersive virtual reality

Effective classroom management is essential for creating an optimal learning environment, particularly in large classes. However, pre-service teachers often struggle to develop this competency through traditional training methods such as instructional videos and role-playing, which fail to provide authentic practice opportunities. This study investigated the efficacy of an innovative Immersive Virtual Reality (IVR) system, ClassMaster, in enhancing pre-service teachers’ classroom management skills. A quasi-experimental design was employed, involving 57 pre-service teachers randomly assigned to either an IVR group using ClassMaster or a control group using video-based learning. Participants’ classroom management competencies, self-efficacy, attitudes, and reflective thinking were assessed through pre-tests, post-tests, and delayed tests. Results revealed that while both methods improved immediate classroom management competencies equally, the IVR group demonstrated significantly better performance on delayed tests, indicating enhanced long-term knowledge retention. The IVR group also reported more positive attitudes towards classroom management. Reflective thinking levels were comparable between the two groups. Qualitative interviews highlighted the perceived benefits of the IVR system, including its innovative, immersive, and practical nature, which contributed to a profound and lasting impact on participants’ learning experiences. The study concludes that IVR-based learning, through systems like ClassMaster, offers a promising approach to enhancing pre-service teachers’ classroom management competencies, particularly in large class contexts. The research underscores the potential of IVR as a transformative tool in teacher education, warranting further exploration and integration into teacher training programs.

Implementation of Teacher Training: Providing Specialized Training for Teachers to Handle Multilingual Classrooms Effectively

The rapid globalization and increased migration have led to a significant rise in multilingual classrooms. This dynamic presents unique challenges and opportunities in educational settings, necessitating specialized training for teachers. The increasing diversity in classrooms requires teachers to have the necessary skills and knowledge to cater to the needs of multilingual students. The findings and discussions highlight the benefits of specialized training for teachers and its impact on student outcomes. This article examines the implementation of teacher training programs focused on equipping educators with the skills and strategies needed to effectively manage and teach in multilingual environments. The article reviews literature on the challenges faced by teachers in multilingual classrooms and the impact of specialized training on teacher effectiveness. The method section outlines the various training programmes available for teachers and their effectiveness. Drawing on data from recent studies, statistics, and case examples, the paper examines the effectiveness of these training programmes and offers recommendations for future practice. The findings suggest that specialised training significantly improves teachers' ability to manage multilingual classrooms, promotes inclusive education, and enhances student outcomes. The conclusion emphasises the need for ongoing professional development for teachers in multilingual settings.

Exploring Teacher Awareness of Artificial Intelligence in Education: A Case Study from Northern Cyprus.

This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023-2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The "Artificial Intelligence Awareness Scale", developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.

Challenges Faced in the Implementation of Competency-Based Curriculum (CBC) in Junior Schools in Kenya

This study explores the challenges encountered in implementing the Competency-Based Curriculum (CBC) in junior schools in Kenya, which aims to shift educational focus from rote memorization to the development of critical competencies essential for lifelong learning. Despite its potential benefits, the transition to CBC has been hindered by several significant challenges. This is a qualitative research study that collected primary and secondary data through conducting observation and reviewing research findings from previous research. Analysis of data has been done using thematic content analysis. Findings from literature reviews, surveys, and interviews with educators and stakeholders highlight inadequate teacher training as a critical barrier, where many educators feel ill-prepared to effectively deliver CBC. Limited resources, including shortages of textbooks, digital tools, and adequate infrastructure, further hamper CBC implementation, particularly in rural and marginalized areas. Resistance to change among educators, parents, and students, stemming from unfamiliarity with CBC methodologies and concerns about its impact on academic outcomes, presents another obstacle. Moreover, infrastructural deficits such as inadequate classroom space and unreliable internet connectivity complicate the delivery of CBC-aligned education. In conclusion, overcoming these challenges requires enhanced teacher training programs, improved resource allocation, effective stakeholder engagement strategies, and substantial investments in school infrastructure. By addressing these issues proactively, Kenya can pave the way for a successful and inclusive implementation of CBC, ensuring that students acquire the skills and competencies necessary for future success in a globalized world

Evaluation of didactic units on historical thinking and active methods

The purpose of this study is to evaluate the effects of an implementation of eight didactic units on historical thinking and active methods as part of a teacher training programme. All this with four specific objectives that try to find out changes in the methodology, motivation, satisfaction and learning of the students. To this end, the research is carried out by means of a mixed method using quantitative data, obtained from a pretest/posttest, and qualitative data, obtained from a focus group and interviews. The target groups of the teaching units are secondary and high school students aged between 13 and 18 years. A total of 114 students of these students participated in the data collection with a pretest/posttest, six master students in the focus group, and three teachers and three secondary and high school students were interviewed. The results obtained indicated that significant differences of medium effect were found in the pre and post phase factor in learning and satisfaction, and of large effect in methodology and motivation. As for the gender factor, significant differences of small effect were found in motivation and satisfaction, with higher values for women. The positive statements of both master’s students and high school students and teachers were quite striking, although the limitations and difficulties must be highlighted. It is concluded that the design of this type of didactic units has meant a significant improvement, achieving that the students have developed a notorious improvement in their perception of the objectives studied.

Comprehensive Sexuality Education (CSE) and HIV/AIDS Prevention among Youth in East Africa

Comprehensive Sexuality Education (CSE) is a pivotal strategy for reducing HIV/AIDS prevalence among youth in East Africa, where the growing young population presents significant challenges for effective prevention. This review examines the role of CSE in equipping young people with essential knowledge, skills, and attitudes to make informed decisions about their sexual health. We explore the importance of culturally relevant and evidence-based curricula, the impact of teacher training programmes, and the integration of CSE into both school and community settings. We highlight the crucial role of youth-friendly health services in providing accessible and confidential care and identify peer education and youth-led initiatives as key strategies for engaging and empowering young people in HIV prevention. We examine the role of economic empowerment strategies, such as microfinance and vocational training, in reducing HIV vulnerability. We discuss gender-sensitive approaches to address the unique needs of different genders, including LGBTQ+ youth. The review also explores the potential of innovative technologies and digital solutions, such as mobile health applications and social media campaigns, to enhance HIV prevention efforts. The review emphasises community engagement and support systems, policy advocacy, and research as essential components for a comprehensive response. By integrating these diverse strategies, the review underscores the need for a multi-faceted approach to effectively address HIV/AIDS among youth in East Africa, ultimately aiming to improve health outcomes and achieve sustainable prevention goals. Keywords: Comprehensive Sexuality Education (CSE), HIV/AIDS, Youth, East Africa