Navigating consent: a qualitative exploration of sexual consent perceptions among university students
1
Kamuzu univeristy of health sciences, Blanytre, Malawi
Popul. Med. 2026;8(Supplement Supplement 1):
ABSTRACT
INTRODUCTION:
Sexual consent is central in the prevention and eradication of sexual assault among university campuses, yet its true meaning and application in real-life settings remain poorly explored and understood. In Malawi, reports of sexual coercion and “sex for grades” suggest that existing institutional and educational approaches may not be adequate. This study investigated how university students perceive, interpret, and negotiate the concept of sexual consent, as well as the broader implications of these understandings for campus safety and student well-being.
METHODS:
A cross-sectional mixed methods study was conducted among students aged 18-25 years at two public universities in Blantyre, Malawi. Quantitative data (n=74) assessed levels of knowledge, attitudes, and perceptions related to sexual consent. While qualitative in-depth interviews (n=15) explored how consent is understood and enacted in practice. Quantitative data was analyzed descriptively, and qualitative data underwent thematic content analysis to capture contextual meanings.
RESULTS:
While most participants acknowledged the importance of sexual consent, findings revealed substantial ambiguity regarding its practical application in real-life settings. There was a notable dissonance between how students expressed attitudes towards consent and their reported behaviors, particularly within the context of gender and power imbalances. Qualitative findings further highlighted the dissatisfaction with how sexual education is taught, with students describing current education as vague, non-specific, and disconnected from their lived realities.
CONCLUSIONS:
These findings suggest that the awareness of sexual consent alone is insufficient for effective prevention of sexual violence. University-based approaches must move beyond simply definitional teaching but shift towards context-sensitive and specific teaching thatise grounded in behavior changes. Strengthening consent education has implications for mental health, genderequalityy and institutional responsibilities within Malawi's higher education system and beyond.
Sexual consent is central in the prevention and eradication of sexual assault among university campuses, yet its true meaning and application in real-life settings remain poorly explored and understood. In Malawi, reports of sexual coercion and “sex for grades” suggest that existing institutional and educational approaches may not be adequate. This study investigated how university students perceive, interpret, and negotiate the concept of sexual consent, as well as the broader implications of these understandings for campus safety and student well-being.
METHODS:
A cross-sectional mixed methods study was conducted among students aged 18-25 years at two public universities in Blantyre, Malawi. Quantitative data (n=74) assessed levels of knowledge, attitudes, and perceptions related to sexual consent. While qualitative in-depth interviews (n=15) explored how consent is understood and enacted in practice. Quantitative data was analyzed descriptively, and qualitative data underwent thematic content analysis to capture contextual meanings.
RESULTS:
While most participants acknowledged the importance of sexual consent, findings revealed substantial ambiguity regarding its practical application in real-life settings. There was a notable dissonance between how students expressed attitudes towards consent and their reported behaviors, particularly within the context of gender and power imbalances. Qualitative findings further highlighted the dissatisfaction with how sexual education is taught, with students describing current education as vague, non-specific, and disconnected from their lived realities.
CONCLUSIONS:
These findings suggest that the awareness of sexual consent alone is insufficient for effective prevention of sexual violence. University-based approaches must move beyond simply definitional teaching but shift towards context-sensitive and specific teaching thatise grounded in behavior changes. Strengthening consent education has implications for mental health, genderequalityy and institutional responsibilities within Malawi's higher education system and beyond.
| eISSN: | 2654-1459 |
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