Sexual health is an integral component of individuals' physical, emotional, mental, and social well-being. Lack of knowledge and cultural taboos negatively affect individuals' ability to make informed decisions and adopt protective behaviors. Therefore, effective sexual health education is of great importance. The flipped learning method, a student-centered approach, promotes active participation and long-term learning. This study aimed to examine the effect of sexual health education delivered through the flipped learning method on university students' sexual health knowledge levels and sexual health literacy.

This study is a randomized controlled experimental research designed using quantitative methods and was conducted between September and November 2025 at two private universities in Konya and Mersin. The study included individuals aged 18 and over who were nursing or midwifery students, had access to online education, and had not previously received structured sexual health education. Those who did not attend more than 20% of the training, did not complete the assessment tools, had previously received formal sexual health education, and withdrew from the study without justification were excluded.

The intervention group received structured sexual health education based on a flipped classroom approach; weekly 90-minute online sessions were conducted for 10 weeks, including pre-learning materials and active learning methods. The control group received the same curriculum using traditional teaching methods, matched to the intervention group in terms of duration and number of sessions.

Data were collected using the Personal Information Form (PIF) and the Sexual Health Literacy Scale (SHLS).

Inclusion Criteria:

• Being 18 years of age or older
• Being enrolled in a health-related department at a university
• Having internet access and the technical equipment required to follow online training sessions
• Not having previously participated in a structured sexual health education program with similar content

Exclusion Criteria:

• Studying in health departments where the instructors of the training are teaching
• Attending less than 80% of the training sessions (missing 3 or more sessions)
• Failing to complete the assessment tools without a valid excuse during the study
• Having previously received formal sexual health education
• Voluntarily withdrawing from the study without providing a reason

The data supporting the findings of this study are available from the corresponding author upon reasonable request.