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<p>This study explores the policy gaps and cultural barriers shaping the implementation of comprehensive sexuality education (CSE) in Muslim-majority countries, with a particular focus on Pakistan as a representative case. Adopting a constructivist qualitative meta-synthesis, 26 peer-reviewed studies published between 2020 and 2025 were systematically reviewed from Scopus, Web of Science, PubMed, ProQuest, and Google Scholar. Coding produced 47 initial codes, 21 subcategories, and 8 final themes, analyzed through Braun and Clarke’s six-phase framework. The findings reveal persistent challenges, including fragmented policy frameworks, entrenched cultural and religious taboos, insufficient teacher training, and gender-based exclusions. At the same time, innovative alternatives such as digital platforms and gamified pedagogy demonstrate potential, though their risks, including misinformation, privacy concerns, and access inequalities, require critical attention. The analysis is grounded in postcolonial theory, intersectional feminism, Islamic feminist perspectives, and queer theory, which together illuminate how historical legacies, overlapping marginalizations, religious reinterpretations, and heteronormative erasures shape CSE discourses. The study underscores that Muslim-majority contexts are diverse rather than monolithic, as illustrated by contrasts between Turkey’s secular nationalism, Saudi Arabia’s Sharia-based governance, and Indonesia’s pluralistic yet contested Islamic identities. By integrating theoretical critique with empirical synthesis, this research advances a nuanced understanding of sexual education in culturally sensitive environments and highlights policy directions for more inclusive, contextually grounded, and rights-based approaches.</p>

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Bridging the Divide: Exploring Policy Gaps and Cultural Barriers to Comprehensive Sexuality Education in Muslim-Majority Countries

  • 期刊论文

  • 发表日期：

    2025年9月30日

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  • Shahid Rafiq,
  • Ayesha Afzal,
  • Qurat ul-Ain

摘要

This study explores the policy gaps and cultural barriers shaping the implementation of comprehensive sexuality education (CSE) in Muslim-majority countries, with a particular focus on Pakistan as a representative case. Adopting a constructivist qualitative meta-synthesis, 26 peer-reviewed studies published between 2020 and 2025 were systematically reviewed from Scopus, Web of Science, PubMed, ProQuest, and Google Scholar. Coding produced 47 initial codes, 21 subcategories, and 8 final themes, analyzed through Braun and Clarke’s six-phase framework. The findings reveal persistent challenges, including fragmented policy frameworks, entrenched cultural and religious taboos, insufficient teacher training, and gender-based exclusions. At the same time, innovative alternatives such as digital platforms and gamified pedagogy demonstrate potential, though their risks, including misinformation, privacy concerns, and access inequalities, require critical attention. The analysis is grounded in postcolonial theory, intersectional feminism, Islamic feminist perspectives, and queer theory, which together illuminate how historical legacies, overlapping marginalizations, religious reinterpretations, and heteronormative erasures shape CSE discourses. The study underscores that Muslim-majority contexts are diverse rather than monolithic, as illustrated by contrasts between Turkey’s secular nationalism, Saudi Arabia’s Sharia-based governance, and Indonesia’s pluralistic yet contested Islamic identities. By integrating theoretical critique with empirical synthesis, this research advances a nuanced understanding of sexual education in culturally sensitive environments and highlights policy directions for more inclusive, contextually grounded, and rights-based approaches.