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This article focuses on the appropriateness of elements that support the integration of Human Immuno-Deficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) education into teacher education programmes in Zambian colleges of education. The purpose of this article is to present findings on how appropriate the content, teaching methods and learner assessments as elements were in four colleges of education. This article is based on one research question extracted from a PhD thesis titled “An Analysis of the Integration of HIV and AIDS Education in Teacher Education Programmes of Zambia: A Case of Four Selected Colleges of Education. ”This study employed the descriptive survey research design. Data were collected from a heterogeneous sample of 90 respondents. The study established that some sections of the content, methodology and assessment elements were not suitable for the age groups that the teacher trainees were going to teach. Furthermore, the contents were inadequately covered due to time constraints. With regard to teaching methods, interactive methodologies were encouraged in form of songs, drama, sketches, road shows and role plays. Learner assessments were not adequately managed in the secondary and primary teacher education programmes because HIV and AIDS education was taught only as a crosscutting issue.

Appropriateness of Elements that Support the Integration of HIV and AIDS Education in Teacher Education Programmes in Zambian Colleges of Education