Hardiyanti Pratiwi, Sujarwo, Amir Syamsudin, Agus Riwanda
Delivering sexuality education in culturally and religiously conservative settings presents complex challenges for teachers and teacher education. This study investigated how 48 prospective early childhood teachers at Islamic universities in Indonesia made sense of their learning across three types of course: Parenting, Developmental Psychology of Early Childhood, and Early Childhood Sexuality Education. Using a phenomenological qualitative approach, data were gathered through in-depth interviews during teaching practicums. Findings revealed that participants engaged in ongoing sensemaking, navigating tensions between professional responsibilities and sociocultural expectations. Across all courses, they reframed sexuality education using culturally acceptable terminology such as keselamatan diri (body safety) or pendidikan karakter (character education) to align with religious and community norms. Interactive elements–such as discussions, media design, and case-based learning–supported professional identity development, while fragmented content delivery and minimal parental engagement training limited their pedagogical confidence. Applying sensemaking theory, the study revealed how prospective teachers interpret extracted cues, construct socially plausible meanings, and adapt strategies to fit their roles in a conservative context. Findings highlight the need for coherent curricula, culturally responsive pedagogy, and institutional support to strengthen teacher preparedness to deliver age-appropriate sexuality education. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Educational Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Early Childhood Islamic Education, Faculty of Tarbiyah and Teacher Training, Antasari State Islamic University, Banjarmasin, Indonesia; Islamic Studies, Sunan Ampel State Islamic University, Surabaya, Indonesia
