HIGHLIGHTS
SUMMARY
The implementation of a unified SE programme in a multicultural society like Malaysia without careful planning could evoke emotional public responses due to the longstanding sociocultural view of sexuality as a taboo (Sham et_al, 2020; Iyer et_al, 2014). In the discourse of realising quality SE, global studies have jointly reported teacher-related factors as one of the significant barriers (e_g, Martin et_al, 2020; Scholes et_al, 2012). Despite evidence of well-planned SE programmes helping to delay sexual debut and effectively preventing sexually risky behaviour, Asians are generally not convinced of the effectiveness and importance . . .
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