BioQueer: Educational Narratives on Sex and Gender - A Methodology for Developing, Implementing, and Evaluating Instructional Guidebook

This study evaluates an educational intervention using a constructivist guidebook developed by the authors to teach human development and sex diversity within physiology education. Despite scientific advances, tertiary curricula often maintain binary, pathologizing views that overlook biological complexity. We implemented the BioQueer guidebook in a one-group pretest–posttest study with 44 undergraduate students from bachelor’s and teacher-education tracks (Licenciate) degree. The intervention focused on the hormonal signaling, and differences of sex development (DSD) as natural physiological variations. Statistical analysis using Wilcoxon signed-rank tests revealed significant perceived learning across all five dimensions (P < 0.0001), with large effect sizes (r ≥ 0.64). Cumulative link models indicated that the material reduced disparities in physiological knowledge regardless of baseline levels, while cumulative learning patterns emerged regarding gender binarism. Bachelor’s students showed higher odds of attaining top-tier post-test categories in specific domains. This approach fosters gender literacy without compromising scientific rigor, situating physiological processes within the broader context of natural variability. Promoting such inclusive frameworks is essential for training future professionals to interpret human biology with greater precision and social responsibility. Future longitudinal research is needed to assess the durability of these conceptual shifts in reproductive physiology education.