The study aimed to develop and test the method of inquiry-based teaching (FDU in Swedish) within thedomain of sexuality, consent, and relationships within the subject of history. The two main objectiveswere to examine students' attitudes and understanding of the subjects of history, sexuality, consent, andrelationships through surveys, and to analyze how students' express historical consciousness based on JörnRüsen's theory though qualitative text analysis.The results indicated that students generally had a positive view of history, but they did not perceivehistorical knowledge as important for their everyday lives or future careers. The results also revealedvarying levels of all four types of historical consciousness. Inquiry-based teaching was identified as asuccessful method to engage students and promote their learning. However, challenges and opportunitiesin teaching indicated the need to develop students' critical and genetic historical consciousness.The study contributes to the broader discussion on sexual education and how best to educate young peopleabout sexuality, consent, and relationships, while it emphasizes the importance of social justice education,inclusive teaching, and the development of students' historical consciousness. The study also emphasizesthe importance of creating connections between history and students' everyday lives, the importance ofcommunicating course content, and stimulating interest in social issues to promote engagement andunderstanding the present and the future.