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The teaching of reproduction, gender and sexuality at tertiary level is often compartmentalised, separating biological components from the political, socio-cultural, psychological and ethical perspectives that influence how knowledge is understood and utilised. In parallel, educators often have specialised knowledge and can struggle to address the broader questions outside their area of expertise. This is particularly true in an era of changing constructs and terminology related to gender and sexual diversity, and strong views as to which terminology is appropriate. Recognising this need, we organised a local symposium drawing together educators (lecturers, teaching-fellows, demonstrators) from across our university campus to discuss the range and nature of courses in medicine, sciences and the social sciences taught at our institution. Here, we outline the rationale, process and the key themes discussed, which included changing models of sex and gender, associated terminology changes and the importance of appropriate framing and incorporation of indigenous (Māori) perspectives. An interdisciplinary approach is essential to integrate theories engaging with the non-binary nature of sex and gender with the largely binary process of reproduction. This cultural shift requires educationalists to counter biased opinions and misinformation with accurate and diverse content to ensure teaching is accurate and up-to-date.

Teaching reproduction, gender and sexuality: broad, multidisciplinary and nuanced