Student-teachers’ HIV/AIDS knowledge and their risky sexual behaviour at a South African rural-based university

Abstract

This study investigated the relationship between HIV/AIDS knowledge and risky sexual behaviours among student-teachers in a rural context. The study was an offshoot of the Teacher Education Pilot Project undertaken in South African Higher Education Institutions. The purpose of the Pilot Project was to enhance the personal and professional competencies of teacher education graduates through the provision of support for the piloting of an HIV/AIDS module in teacher education faculties. This paper reports on the findings of a small study with first year student teachers at a university in rural South Africa. Participants completed an anonymous self-administered questionnaire, adapted from the Higher Education HIV/AIDS Pilot Project to generate quantitative data. Statistical analyses revealed no significant differences between the knowledge scores about HIV/AIDS and risky sexual behaviours except on one question: whether sexual behaviour as measured by taking an HIV test, was related to their knowledge of HIV/AIDS. The study highlighted the importance of providing correct knowledge which considers socio-cultural factors for successful and effective sexual behaviour change to occur. These findings raise several important questions that teacher education programmes and other curricula need to consider if any substantial progress is to be made in addressing HIV/AIDS issues.

Keywords: HIV/AIDS education, student teachers, socio-cultural factors, rural, teacher education.