HIV/AIDS education should empower students to create knowledge using everyday life
experiences. Such knowledge should then be used to construe experience and resolve social
problems such as risk behaviour that leads to infection. In South Africa, attempts to reduce the
spread of HIV include incorporating HIV/AIDS education in the Biology curriculum.
However, there is a dearth of knowledge regarding the effectiveness of Biology-based
HIV/AIDS education. The current study therefore aimed to identify strategies that can be used
to enhance Biology students’ understanding of HIV/AIDS and promote the use of this
knowledge in their daily lives. A predominantly qualitative mixed-method approach with
Delphi technique was used to gather and analyse data from secondary-school Biology students
and teachers, as well as HIV/AIDS experts specializing in medicine and research. Findings
show that most students rely on knowledge learnt in Biology to make decisions related to HIV/AIDS. Respondents suggested that HIV/AIDS education should be taught collaboratively
by teachers, people living with HIV, and HIV/AIDS experts. Biology concepts and teaching
strategies that could enhance students’ understanding of HIV/AIDS, which are not part of the
current Biology curriculum, were identified.