| Abstract [eng] |
This Master's thesis examines the experiences of NGO sexuality education educators in general education school communities. Sexuality education in Lithuania constitutes a value-polarised field, in which the Life Skills Programme, introduced in 2023, replaced the previous Health, Sexuality, and Family Preparation Education Programme. Although the NGO sector develops a considerable share of methodological resources for sexuality education, the role of NGO educators within the general education system remains formally undefined, and their experiences, modes of interaction with educational institutions, and professional identity have so far been insufficiently examined. Research aim: to investigate the experiences of NGO sexuality education educators interacting with general education institutions, revealing the characteristics of their professional activity, the challenges they encounter, and the construction of sexuality education practices within a value-polarised context. Research objectives: (1) to discuss the concept of sexuality education and the specifics of its implementation in the Lithuanian general education context; (2) to highlight the educational activities and work specifics of NGO sexuality education educators; (3) to identify the factors influencing the quality of collaboration between sexuality education educators and schools. Research methods: theoretical methods included the analysis of scholarly and methodological literature; empirical methods included a qualitative research design employing semi-structured interviews with NGO sexuality education educators. The qualitative data were analysed using qualitative content analysis. Research participants. Nine NGO sexuality education educators participated in the study. Research results. The study identified five main categories: (1) the concept of sexuality education in educators' experiences; (2) educators' professional pathway and motivation; (3) interaction with the general education system; (4) practical challenges in schools; and (5) the principles of effective sexuality education. The findings revealed that two distinct paradigms operate within the field of sexuality education: a comprehensive sexuality education approach grounded in human rights, and a protective approach based on body awareness and traditional family values. Educators' entry into the profession most frequently begins coincidentally, and their competencies are developed through internal organisational training and sustained practice rather than through a formal qualification system. Collaboration with schools occurs in a fragmented manner, predominantly through individual teachers or parents rather than through school administration. Educators experience pressure from different ideological poles: representatives of both liberal and conservative NGOs encounter criticism and threats, yet from opposing societal poles. Despite differing value foundations, the fundamental working principles of educators from both NGOs converge: the creation of a safe space, responsiveness to students' needs, and engagement with the wider community. All research participants identified respect as the core value underpinning their work. |
