Justice-driven pedagogy: Integrating male infertility into nursing education

Abstract

Background

Male infertility accounts for nearly half of infertility cases worldwide, yet remains largely invisible in nursing curricula. This invisibility reinforces stigma, perpetuates gendered assumptions, and limits nurses’ ability to deliver equitable reproductive care.

Major Points

Drawing on epidemiological evidence, stigma theory, masculinity constructs, and justice‑based nursing models, this conceptual paper argues for integrating male infertility into nursing education. Educational strategies—including simulation, case‑based learning, interprofessional modules, reflective practice, and structured continuing professional development—prepare nurses to address psychosocial distress, challenge harmful gender norms, and support inclusive reproductive care.

Implications

Embedding male infertility into curricula strengthens competencies in communication, cultural sensitivity, stigma reduction, and advocacy. Justice‑driven pedagogy positions nurses to lead equity‑oriented reproductive health practice and aligns education with global health priorities.

Conclusions

Integrating male infertility into nursing education normalizes infertility as a shared issue, expands reproductive health curricula, and advances reproductive health equity. Justice‑driven frameworks equip nurses to deliver person‑centered care and support Sustainable Development Goal 3.