Article Abstract

Comprehensive Sex Education (CSE) plays a crucial role in equipping children with essential knowledge on reproductive health, emotional wellbeing, relationships, gender equality, and human rights. Despite its recognized importance, debates and opposition persist regarding its integration into formal education. Future teachers play a vital role in shaping students\' understanding, making it essential for them to possess the knowledge and skills necessary to present CSE effectively in the classroom. Despite the growing discourse around CSE, limited research has explored how structured training programs, digital education, and evolving societal norms influence pupil teachers\' perceptions and prepare them for real-world classroom experiences. Addressing this research gap, this study investigates pupil teachers’ perceptions of CSE at Banaras Hindu University (BHU), assessing their understanding, opinions, confidence, and readiness to teach. The study employs a purposive sampling technique, selecting 162 pupil teachers. Data was collected using a self-developed questionnaire based on a five-point Likert scale, assessing perceptions across five dimensions. Descriptive statistics (mean, standard deviation, variance) and inferential analysis (Mann-Whitney U Test, Kruskal-Wallis Test) were applied to examine significant differences in perception based on gender, locality, and academic background. The findings revealed no significant differences in perception based on demographic factors, highlighting the growing role of institutional exposure, structured pedagogical training, and digital resources in shaping uniform attitudes. The study underscores the urgent need for integrating CSE into teacher education programs and advocates for policy-level support to ensure consistent, inclusive, and effective delivery in classrooms.
Keywords: Comprehensive Sex Education, Perception, Pupil Teachers