The Open Public Health Journal

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Analysis of HIV/AIDS Integration into the Academic Curriculum at a Selected University in South Africa

Tinotenda Murwira Success1, *, Khoza Lunic Base2, Jabu Tsakani Mabunda1, Sonto Maria Maputle2, Mamotema M. Peta3
1 Department of Public Health, School of Health Sciences, University of Venda, Thohoyandou, South Africa
2 Department of Advanced Nursing, School of Health Sciences, University of Venda, Thohoyandou, South Africa
3 Department of Professional Studies, School of Education, University of Venda, Thohoyandou, South Africa



Although there is evidence that education is a social weapon in the fight against HIV/AIDS, there is also evidence that, to date, HIV/AIDS is not fully integrated into all the disciplines in Higher Education Institutions (HEIs). Therefore, most of the university students in South Africa are not well prepared to be HIV/AIDS-competent graduates who can live and work in a society ravaged by AIDS.


This study sought to analyse the extent of HIV/AIDS integration into the curricula in various departments at a selected university in the Limpopo Province, South Africa.

Materials and Methods:

The study used quantitative and qualitative approaches to analyse the extent of HIV/AIDS integration into the curricula. The curriculum calendars were retrieved from the university website. An audit tool guided retrieval of HIV/AIDS content and was analysed using SPSS V 25. The qualitative content analysis was used to describe the nature of HIV/AIDS content.


Out of eight schools, about 68 modules had HIV/AIDS content. The majority of the modules (53; 78%) were offered at the undergraduate level. Furthermore, the majority of the HIV/AIDS content (62; 91%) was integrated into undergraduate compulsory modules. Most (34; 51%) of the HIV/AIDS content were located in health sciences disciplines. HIV/AIDS content was mostly integrated into existing carrier modules. Time allocation for the teaching of HIV/AIDS was not indicated. Most of the modules did have information about teaching and assessment strategies.


It is recommended that discipline-specific HIV/AIDS content be integrated into all disciplines.

Keywords: HIV/AIDS, Education, Integration, Curricula, Higher education, Innovation, Undergraduate, Syllabus, Module.

Article Information

Identifiers and Pagination:

Year: 2020
Volume: 13
First Page: 667
Last Page: 676
Publisher Id: TOPHJ-13-667
DOI: 10.2174/1874944502013010667

Article History:

Received Date: 09/09/2020
Revision Received Date: 22/09/2020
Acceptance Date: 04/10/2020
Electronic publication date: 25/11/2020
Collection year: 2020

© 2020 Murwira Success et al.

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

* Address correspondence to this author at the Department of Public Health, School of Health Sciences, University of Venda, P Bag X5050 Thohoyandou 0950, Thohoyandou, South Africa; Tel: +27769067770; E-mail:

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