Problem statement: Human Nutrition, a necessary component of health-education, studies the food-depended growth/maintenance of the human body. To approach what nutritionists will need to apply in the 21st century, we searched the liter ature for new syllabus-fields. Approach: We detected fields likely to play a significant and in novative role in university teaching of Human Nutrition; then tried a synthesis of biological and social approaches. Results: The courses connecting with the new era may be: (1) Molecular nutrition, f ocusing on nutrient related interactions at the gen e, protein and metabolic levels. This includes nutriti onal biochemistry, concerned with the structure/function of nutrients; nutritional genomi cs, concerned with genome-nutrient interactions and including genetic variation on individual nutrient- requirements (nutrigenetics); nutritional metabolomics, concerned with interactions of metabolic pathways with nutrients; nutritional epigenomics, concerned with relationships between maternal nutrition and foetal development at the molecular level. (2) Nutritional systems biology, w hich integrates the molecular physiology of nutrition, from the intracellular to the inter-orga n level, involving mathematical modelling. (3) Nutrition and behaviour, focusing on the relations among dietary patterns, hunger, satiety, mood and the central nervous system. (4) Community Nutrition, which is the promotion of health and prevention of nutritional diseases in the community level. Com munity Nutrition involves application of social science as well as psychological, cultural, economi c and public health policy methods in groups/populations. (5) Social Nutrition, that focu ses on the social, cultural, religious, economic an d political aspects of eating and how these may influ ence people's nutrition and assists in overcoming the limitations in understanding all determinants o f food intake. Conclusion/Recommendations: Current research in biological sciences brings Nutr ition-Dietetics closer to biomedical sciences/applications and integrates our knowledge that must be included in the syllabuses/curricula o f tertiary education Nutrition. On the other hand, so cial science approaches add significantly in these schemes, since genes and lifestyles do interact in human biology.