Factors Affecting Teachers’ Intention to Undertake Sexuality Education in Universities in Guangdong Province

Abstract

This study explores the factors influencing university teachers’ intention to implement sexuality education in Guangdong Province, China, in response to increasing societal attention and policy support for comprehensive sex education. Using a quantitative research approach, data were collected from 357 in-service university teachers through a structured questionnaire, and analyzed via Structural Equation Modeling (SEM). The results indicate that both external environmental factors—such as policy backing, social recognition, and institutional support—and internal factors—namely teachers’ knowledge and attitudes—have significant positive effects on perceived usefulness and teaching intention. Furthermore, perceived usefulness plays a partial mediating role between these factors and teachers’ implementation intention. The model demonstrated good fit indices (CFI=0.991, RMSEA=0.024), confirming the validity of the hypothesized pathways. These findings highlight the importance of providing continuous policy support, cultivating an inclusive school environment, and offering targeted professional training. Strengthening perceived usefulness can effectively enhance teachers’ engagement in sexuality education and contribute to the sustainable implementation of such programs within higher education settings.