Abstract:
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.
