Sexual & reproductive healthcare : official journal of the Swedish Association of Midwives · 2026
Ukrainian students' conceptualisations of sexual and reproductive health and rights within a transformative learning programme during wartime: a qualitative study.
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Klimanska Maryna, Borneskog Catrin, Haletska Inna, Erlandsson Kerstin, Klos Liliia, Herasym Halyna, Mogilevkina Iryna, Marichereda Valeriia, Borshch Viktoriia, Nitochko Kateryna, Klymanska Larysa
Аннотация
BACKGROUND: Sexual and reproductive health and rights (SRHR) education is particularly important in wartime Ukraine, where young people face disrupted access to services, persistent socio-cultural taboos, and increased vulnerability related to conflict. However, little is known about how Ukrainian students and future professionals understand and make sense of SRHR.
OBJECTIVE: This study explored how SRHR was conceptualised in pre-course written responses and articulated in post-course focus group reflections, and how these framings related to students' future professional readiness in wartime Ukraine.
METHODS: A qualitative exploratory design was used. Data comprised pre-course open-ended responses (n = 15) and post-course focus group discussions (three groups; n = 16) from voluntary participants of the same international SRHR course. The two datasets were analysed using framework analysis and treated as complementary qualitative sources rather than as matched individual-level pre-post data.
RESULTS: Pre-course written responses showed that students mostly understood SRHR in biomedical and informational terms, focusing on reproductive health, contraception, sexually transmitted infections, and access to medical services. In post-course focus group reflections, SRHR was discussed more broadly, with attention to psychological, social, ethical, institutional, and rights-based dimensions: students reflected on professional responsibility, youth-friendly services, structural barriers, and the importance of SRHR in the context of war.
CONCLUSIONS: Transformative learning-based SRHR education provided a useful context for broader reflection on sexual and reproductive health and rights among future professionals. Integrating such courses into higher education may support professional reflection and preparedness for SRHR-related practice during war and post-war recovery in Ukraine.
OBJECTIVE: This study explored how SRHR was conceptualised in pre-course written responses and articulated in post-course focus group reflections, and how these framings related to students' future professional readiness in wartime Ukraine.
METHODS: A qualitative exploratory design was used. Data comprised pre-course open-ended responses (n = 15) and post-course focus group discussions (three groups; n = 16) from voluntary participants of the same international SRHR course. The two datasets were analysed using framework analysis and treated as complementary qualitative sources rather than as matched individual-level pre-post data.
RESULTS: Pre-course written responses showed that students mostly understood SRHR in biomedical and informational terms, focusing on reproductive health, contraception, sexually transmitted infections, and access to medical services. In post-course focus group reflections, SRHR was discussed more broadly, with attention to psychological, social, ethical, institutional, and rights-based dimensions: students reflected on professional responsibility, youth-friendly services, structural barriers, and the importance of SRHR in the context of war.
CONCLUSIONS: Transformative learning-based SRHR education provided a useful context for broader reflection on sexual and reproductive health and rights among future professionals. Integrating such courses into higher education may support professional reflection and preparedness for SRHR-related practice during war and post-war recovery in Ukraine.