A semi-systematic qualitative evidence synthesis of South African public-school choir participation for adolescent HIV prevention education

Purpose: This article examines the potential of South African school choral music, particularly the ABC Motsepe South African Schools Choral Eisteddfod (SASCE), as a culturally embedded platform for strengthening HIV prevention education among adolescents in public schools. Method: A semi-systematic qualitative evidence synthesis was conducted using literature retrieved from JSTOR, ProQuest, EBSCOhost, ERIC, and Google Scholar. Twenty-six peer-reviewed sources addressing music education, adolescent health, HIV education, and culturally responsive pedagogy met the inclusion criteria. PRISMA-informed procedures guided screening and selection, while thematic analysis was used to synthesise the evidence. Social Cognitive Theory provided the interpretive framework, with particular attention to modelling, peer influence, social interaction, and self-efficacy. Findings: Four themes emerged: cultural identity, behavioural learning, HIV education challenges, and opportunities for integrating HIV education into SASCE. The evidence suggests that structured choral participation may support HIV prevention indirectly by fostering peer engagement, communication, confidence, and socially meaningful learning. Originality: The study positions school choral music as an underutilised culturally responsive resource for health promotion and adolescent HIV education, highlighting its potential to connect health knowledge with learners’ social and cultural experiences.