Mapping the available evidence on fertility education interventions: A scoping review

Maeda, Eri, Koizumi, Tomoe, Mizuno, Nao, Anetai, Ririka, Tamakoshi, Akiko and Boivin, Jacky ORCID: https://orcid.org/0000-0001-9498-1708 2026. Mapping the available evidence on fertility education interventions: A scoping review. Best Practice and Research: Clinical Obstetrics and Gynaecology , 102788. 10.1016/j.bpobgyn.2026.102788

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Abstract

Various forms of fertility education have been implemented worldwide to reduce modifiable risk factors for infertility and promote timely care-seeking. However, existing literature lacks clarity regarding the educational interventions available to the general population. In this scoping review, we aimed to identify fertility education interventions and map the available evidence. The inclusion criteria were based on the population–concept–context framework: the general population; fertility education aimed at increasing fertility awareness to reduce risk factors for infertility and promote timely care-seeking; and education delivered in school, public health, or primary care settings. PubMed, CINAHL, and Web of Science databases were searched from January 2000 to March 2026. Two independent reviewers conducted the screening. Of the 1,799 records identified, 30 reports were included. Fertility education interventions typically covered infertility, lifestyle and age factors, the fertile window, pregnancy rates, and infertility treatments from both male and female perspectives. Various types of interventions were identified—documents, videos, counseling, and digital tools. Most studies reported short-term improvements in fertility knowledge, with some indicating sustained or perceived knowledge gains over time. Findings relating to beliefs, attitudes, and intentions toward fertility were mixed, and two trials assessed reproductive outcomes. Some studies reported anxiety or perceived infertility threat among adults offered written materials. Counseling-based education was generally described as positively received, although comparisons with a control group were lacking. This highlights the need for long-term evaluations and the development of educational approaches that consider target populations and theoretical frameworks to enhance effectiveness and prevent unintended psychological effects.

Item Type:	Article
Date Type:	Published Online
Status:	In Press
Schools:	Schools > Psychology
Publisher:	Elsevier
ISSN:	1521-6934
Date of Acceptance:	29 October 2026
Last Modified:	10 Nov 2026 12:30
URI:	https://orca.cardiff.ac.uk/id/eprint/190814

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