Sexual health, mental health, gender equality, inclusion, and diversity in the academic training of university students (Mexico)

Abstract

In the university context, ensuring the comprehensive well-being of the student community is linked to academic training. Sexual health, mental health, gender equity, inclusion, and diversity are essential components for promoting a healthy, safe, and equitable educational environment. The objective of this research is to correlate sexual health, mental health, gender equity, inclusion, and diversity in the academic training of university students and thus identify the degree of association in the impact on their academic training. The methodology used is descriptive, with a quantitative, non-experimental and cross-sectional approach, with a correlational scope, the null hypothesis testing instrument was a 17-item questionnaire, with five Likert scale points, with a conventional non-probabilistic sample, 98 questionnaires were applied to students of the Autonomous University of Tlaxcala, in the spring 2025 period, in the Faculties of: 1) Agrobiology, 2) Administrative Economic Sciences and 3) Multidisciplinary Academic Unit Teacalco Campus, a multiple linear correlation was performed using the Pearson correlation statistic, which is a statistic that measures the strength and direction of the linear relationship between two quantitative variables, perfect correlation is represented by unity, so values ??closer to it describe a greater degree of association, results range from ~0.55 to ~0.96, specifying a direct positive correlation. Values ??close to +1 indicate a strong positive association. Values ??>0.7 are usually interpreted as a strong correlation. For example: Inclusion (I) and Diversity (D) have a degree of association of 0.9586, Gender Equity (EG) and Inclusion (I) have a degree of association of 0.9336, Diversity (D) and Gender Equity (EG) a degree of association of 0.9080, Mental Health (SM) and Gender Equity (EG) a degree of association of 0.8566 and Sexual Health (SS) and Inclusion (I) a degree of association of 0.8305, which reflects a very high correlation. Therefore, it is concluded that the null hypothesis is rejected, which is: Sexual health, mental health, gender equity, inclusion, and diversity are not associated with academic training in university students, and the research hypothesis, which specifies that the variables in this study are associated, is accepted. These results underscore the importance of considering academic training as a factor related to the development of attitudes and knowledge related to sexual and mental health, as well as to values ??of equity, inclusion, and diversity in the university setting.