Abstract

The aim of this article is to investigate the attitudes of pre-university teachers in Yucatan towards Comprehensive Sexuality Education (CSE) across cognitive, behavioral, and affective dimensions. This study seeks to illuminate the current landscape of CSE and the preparedness of teachers in these areas. The research methodology employed was quantitative with a descriptive scope. An ad hoc instrument featuring a Likert-type scale (α=.808) was administered to a sample of 7,306 teachers. The findings indicate that while teachers support the provision of information on the subject, prevalent myths and taboos hinder its effective implementation. Additionally, a majority of teachers have not received formal academic training on this topic. Therefore, it is recommended to incorporate CSE content into teacher education programs at both undergraduate and graduate levels.

Keywords:
Integral Education of Sexuality; sexuality; teacher attitudes; cognition; affectivity