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    A Review of the Evidence: Sexuality Education for Young People in Digital Spaces

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    Date
    2020
    Author
    Jolly, Susie
    Oosterhoff, Pauline
    Faith, Becky
    Braeken, Doortje
    Shephard, Kelly
    Metadata
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    Abstract
    This desk review examines the available evidence on the extent to which digital content can influence knowledge, attitudes and practices of adolescents and young people (aged 10–24 years), and looks at the potential for digital spaces to be used to add value to the delivery of comprehensive sexuality education (CSE). Technologies are constantly changing, so this report should be seen as a snapshot of the evidence at a specific point in time. The report is in two parts. Part 1 explores which young people engage with digital spaces and how; social media influencers; the intersections between pornography and sexuality education; and lessons from mHealth and Information and Communication Technology (ICT) in education. To do this, it draws on purposive searches of the literature, the knowledge and expertise of the interdisciplinary team of researchers, and recommendations from a range of experts. Part 2 draws on a robust review of the literature on interventions designed to educate young people about sexuality. It focuses on existing evidence in five key areas: (1) reaching and engaging young people; (2) influence and impact; (3) opportunities and risks; (4) content, guidelines and standards; and (5) literature gaps. The report concludes with recommendations for greater ongoing engagement in this evolving space.
    URI
    https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15547
    Citation
    Jolly, S. et al. (2020) Paper Commissioned for Switched On: 'Sexuality Education in the Digital Space', Paris: UNESCO
    More details
    https://unesdoc.unesco.org/ark:/48223/pf0000373885?posInSet=1&queryId=N-EXPLORE-d3798f91-e91b-4d12-a4f9-e8140384597b
    Rights holder
    UNESCO
    Rights details
    https://www.ids.ac.uk/wp-content/uploads/2018/12/IDSOpenDocsExternalDocuments.pdf
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    • IDS Research [1598]

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