The current framework for integrating HIV/AIDS into university curriculum is mainly informed by the need to make HIV/AIDS education relevant to specific disciplines, and to equip graduates with necessary skills to respond to HIV/AIDS in their professional capacities. This strategy mainly emphasizes content and knowledge and largely ignores the current context in which students live and make sexual decisions. This paper explores the opportunities for utilizing multidisciplinary, and participatory integrated HIV/AIDS education programmes to address sexual risk-taking and students' vulnerabilities to HIV/AIDS within their university campuses. It examines students' preferences regarding development and implementation of HIV/AIDS programmes based on the findings of a PhD study conducted at three universities in KwaZulu-Natal province. Data was obtained through a questionnaire survey involving 1400 students, and in-depth interviews with 24 students and three HIV/AIDS coordinators drawn from across the three universities. Non-participant observations were also conducted at each of the three universities. Study findings indicate that participatory programmes and those that have an entertainment component demonstrate currency within student communities. Students rejected the didactic approach undertaken by some communication programmes with some participants arguing that "young people don't want be told what to do." A comparative semiotic analysis of HIV/AIDS posters within university campuses revealed a huge disparity between posters designed by students and those obtained from national communication campaigns. The choice of imagery and semantic codes differed significantly. The paper suggests the adoption of a Freirian pedagogical methodology in implementing an integrated and multidisciplinary HIV/AIDS education programmes so as to generate conditions in which students are able to reflect on their own realities and personalize the risk of HIV infection.