Research trends in educational interventions for digital sexual media literacy among adolescents: a scoping review (2015–2025)

Purpose: This scoping review analyzed research trends and the effectiveness of sexual media literacy educational interventions for adolescents and provides foundational evidence for developing effective programs. Methods: Guided by Arksey and O’Malley’s scoping review framework, ten databases were systematically searched for studies published between 2015 and 2025. Studies involving adolescents and individuals who educate or mediate adolescents’ media use were included. Two independent reviewers screened titles, abstracts, and full texts, yielding a final sample of 11 studies. Results: The included studies predominantly targeted middle school students, and the theory of planned behavior was the most commonly applied theoretical framework. Most programs (81.8%) emphasized strengthening adolescents’ ability to interpret sexual content in media. Program duration ranged from 1 to 10 sessions, with total instructional time ranging from 90 minutes to 18 hours. Reported outcomes included improvements in sexual media literacy (72.7%), knowledge (36.4%), attitude (54.5%), behavior (45.5%), belief (18.2%), and interpersonal process (36.4%). The main teaching methods were lecture-based delivery (63.6%), offline interactive activities (63.6%), and web-based programs (36.4%). Overall, the programs improved adolescents’ sexual media literacy, sexual health outcomes, and sexual health-related communication skills. Conclusion: This review provides evidence that sexual media literacy programs can improve adolescents’ media interpretation skills and sexual health-related outcomes. Integrating learner-centered approaches with media-based instruction may be particularly useful and has meaningful implications for developing tailored sexual media literacy programs for adolescents.