Conflicts and Response Strategies in Sexuality Education  Practices by Guest Educators in China: Focusing on Narratives

Shixing LI; Xiaowen Tu

doi:10.14710/jpki.21.2.96 - 106

DOI: https://doi.org/10.14710/jpki.21.2.96%20-%20106

Conflicts and Response Strategies in Sexuality Education Practices by Guest Educators in China: Focusing on Narratives

*Shixing LI - Graduate School of Education and Human Development,Nagoya University,Furo-Cho,Chikusa-KU,Nagoya,Japan　464-8401|Nagoya University, China

Xiaowen Tu - Shanghai-MOST Key Laboratory of Health and Disease Genomics, Shanghai Institute for Biomedical and Pharmaceutical Technologies, Shanghai 200237, China, China

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

BibTex Citation Data :

@article{JPKI78589,
    author = {Shixing LI and Xiaowen Tu},
    title = {Conflicts and Response Strategies in Sexuality Education  Practices by Guest Educators in China: Focusing on Narratives},
    journal = {Jurnal Promosi Kesehatan Indonesia},
  volume = {21},
    number = {2},
    year = {2026},
    keywords = {Sexuality education, Guest educator, Conflict, Response strategies},
    abstract = {  ABSTRACT    Background:  The sexual environment surrounding young people in China has been deteriorating. Although the government has issued policies to promote school-based sexuality education, implementation remains problematic. However, due to the weak institutional positioning of these guest educators and insufficient policy safeguards, they frequently encounter conflicts. While previous research has primarily focused on regular school teachers and institutional barriers, guest educators in China remain an insufficiently theorized category of practitioners. To address this gap, this study examines the conflicts guest educators face, analyzes how they respond, and proposes a Motivation-Conflict-Strategy model.   Method:  This qualitative study recruited eight guest educators affiliated with the Family Sexuality Education Subcommittee of the Chinese Sexology Association. Data were collected through semi-structured interviews and analyzed using thematic analysis.   Result:  The analysis yielded a Motivation-Conflict-Strategy model. Guest educators exhibit strong motivation to implement sexuality education, grounded in personal experiences, professional experiences, and value orientations. Yet, during implementation, they face multiple conflicts: (a) conflicts rooted in value frictions, (b) personal dilemmas, (c) conflicts stemming from institutional instability and devaluation, and (d) conflicts arising from positional vulnerability. Crucially, these strategies in turn reshape educators' motivation, making the model a recursive Motivation-Conflict-Strategy-Motivation loop rather than a linear sequence. The “Motivation-Conflict-Strategy” model reconceptualizes sexuality education in China as a dynamic interplay among institutional structures, sociocultural norms, and individual agency, highlighting the urgent need to establish institutional safeguards for diverse practitioners and to develop specialized sexuality education programs at teacher training colleges.   Keywords:  Sexuality education, Guest educator, Conflict, Response strategies },
   issn = {2620-4053},   pages = {96--106}  doi = {10.14710/jpki.21.2.96 - 106},
    url = {https://ejournal.undip.ac.id/index.php/jpki/article/view/78589}
}

Citation Format:

Abstract

ABSTRACT

Background: The sexual environment surrounding young people in China has been deteriorating. Although the government has issued policies to promote school-based sexuality education, implementation remains problematic. However, due to the weak institutional positioning of these guest educators and insufficient policy safeguards, they frequently encounter conflicts. While previous research has primarily focused on regular school teachers and institutional barriers, guest educators in China remain an insufficiently theorized category of practitioners. To address this gap, this study examines the conflicts guest educators face, analyzes how they respond, and proposes a Motivation-Conflict-Strategy model.

Method: This qualitative study recruited eight guest educators affiliated with the Family Sexuality Education Subcommittee of the Chinese Sexology Association. Data were collected through semi-structured interviews and analyzed using thematic analysis.

Result: The analysis yielded a Motivation-Conflict-Strategy model. Guest educators exhibit strong motivation to implement sexuality education, grounded in personal experiences, professional experiences, and value orientations. Yet, during implementation, they face multiple conflicts: (a) conflicts rooted in value frictions, (b) personal dilemmas, (c) conflicts stemming from institutional instability and devaluation, and (d) conflicts arising from positional vulnerability. Crucially, these strategies in turn reshape educators' motivation, making the model a recursive Motivation-Conflict-Strategy-Motivation loop rather than a linear sequence. The “Motivation-Conflict-Strategy” model reconceptualizes sexuality education in China as a dynamic interplay among institutional structures, sociocultural norms, and individual agency, highlighting the urgent need to establish institutional safeguards for diverse practitioners and to develop specialized sexuality education programs at teacher training colleges.

Keywords: Sexuality education, Guest educator, Conflict, Response strategies

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Keywords: Sexuality education, Guest educator, Conflict, Response strategies

Funding: Nagoya University under contract Jst Spring under contract JPMJSP2125

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Section: Research Article

Language : EN

In Vol 21 No 2: April 2026

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