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Objective To understand the impact of school food education on nutrition and health-related knowledge, attitudes, and behaviors among primary school students in Xinyang city, to provide a basis for the assessment and promotion of school food education. Methods A stratified cluster random sampling method was used to select 12 primary schools from food education counties and control counties in Xinyang city. A survey was conducted on nutrition and health knowledge, attitudes, and behaviors among all 3rd to 5th grade students in the selected schools. Chi-square tests, t-tests, and rank-sum tests were performed to compare the differences in survey results between the two groups. Results A total of 2 627 participants were included in the study, with 1 276 from food education counties and 1 351 from control counties. The scores for nutrition and health knowledge, attitudes, and behaviors in the food education group were 70.7%, 88.0%, and 79.3%, respectively, significantly higher than the control group’s scores of 60.9%, 84.8%, and 72.4% (P<0.05). Students in the food education group demonstrated superior nutrition and health knowledge, and their dietary habits showed significant improvement. Conclusion School food education has a significant positive effect on primary students’ knowledge, attitudes, and behaviors related to nutrition and health, and it is recommended to promote food education in more regions. [ABSTRACT FROM AUTHOR]

BACKGROUND: This paper presents the process taken by a nonprofit educational organization to create authentic evaluation tools for Food Education in K‐12 schools. Development was a collaborative effort between organization staff and teachers during an Evaluation Summit. The program background, development of the Summit, and plans for post‐Summit work continuation are described. The Summit included 14 teacher participants (3‐4 per grade band in preK‐1, 2‐5, 6‐8, 9‐12). METHODS: The process of tool development was captured via direct observations and analysis of artifacts (eg, participants' brainstorming chart paper, online development documents) to identify themes in successful approaches and challenges. Additional post‐Summit activities were also captured via surveys and artifacts. Outcomes of this work are outlined, including the challenges in carrying out the creation of authentic assessments that accurately reflect the classroom teaching experience, and the value of in‐person community building in the Food Education space. RESULTS: Key findings relate to the importance of in‐person collaboration amongst teachers, centering students in evaluation, and equity and accessibility in tool development. CONCLUSIONS: Although outlining challenges and outcomes was not an a priori goal of this work, it provides important information for others working in the education nonprofit space—especially as it pertains to new approaches to classroom evaluation. [ABSTRACT FROM AUTHOR]

As the Second World War approached, the combatant nations launched campaigns to recruit women to serve on the home front as managers of household savings in times of food shortage. In Italy, this phenomenon took on distinct features within an even more widespread and comprehensive educational system focused on nationalizing and militarizing future Fascist men and women, which had already been implemented by the regime a decade before the war began. The transformation of the traditional and modern domestic virtues of housewives into patriotic, social, and public duties laid the foundation for a form of war pedagogy for women aimed at preparing them for the possible descent into war and indoctrinating them as regime-loyal housewives. An integral part of this women's education was the promotion of the traditional female role of childcare and household management, but above all the spread of the policy of 'alimentary sovereignty' in Italian families, which emphasized a model of consumption based on restraint, limits, and resistance, especially about food. The aim of this research is to analyse how the pervasiveness of Fascist war pedagogy for women ingrained a cultural model that persisted beyond the Fascist era and significantly shaped the vision of food of Italian families. [ABSTRACT FROM AUTHOR]

Globally, food is recognized as an issue in urban areas regarding diet-related diseases, unhealthy food environments, disconnection from culture and social relations, and environmental unsustainability. Concurrently, food also has a critical role in addressing the complex challenges cities are facing. Food pedagogies has emerged as a key element in tackling these food-related issues. However, pedagogical aspects of food are yet to be broadly explored and no known conceptual pedagogical framework has been developed. This paper aims to inform development of a conceptual framework for the enactment of food pedagogies, based on community food leaders' perspectives and experiences. Semi-structured interviews were undertaken with 39 experienced leaders from diverse food-related fields in Australia. Interviews were analyzed thematically. Four key themes emerged from participants' reflections on the current state of food-related activities: 'Awareness of food and food systems'; 'Enjoyment and social connections'; 'Experiential practices in everyday life': and 'Action for change.' These four themes are discussed both as aims of pedagogical practices and as essential pedagogical content for conceptualizing food pedagogies. A draft conceptual framework is developed to inform actions by policy makers, and public and private sector food practitioners to create healthy and sustainable societies through the medium of food. [ABSTRACT FROM AUTHOR]

Parental food education has been recognized among the important factors influencing children's food literacy; however, the intrinsic mechanisms through which this influence occurs are unclear. In this study, a mediation model was constructed to explore this issue, using the parent–child relationship and learning motivation as mediating variables. In total, 204 children, aged 9–14 years old, responded to questionnaires on parental food education, children's food literacy, the parent–child relationship, and learning motivation, which were used to measure the variables of interest. The results showed that parental food education was significantly and positively related to the parent–child relationship, learning motivation, and children's food literacy; the parent–child relationship was significantly and positively related to learning motivation; and learning motivation was significantly and positively related to children's food literacy. Parental food education influenced children's food literacy in the following two main ways: the mediating role of learning motivation and the chain-mediating roles of the parent–child relationship and learning motivation. In addition, we attempt to explore the moderating role of the teaching stage between parental food education and the parent–child relationship, learning motivation, and children's food literacy. In this paper, we discuss possible guidelines for family food education and children's health based on the findings of the current study. [ABSTRACT FROM AUTHOR]

Nutrition can be a facilitating theme for promoting broad readings of our surroundings, given its relationship with biological, social, political, and economic aspects. It is interesting to have an overview of how the theme has been approached, aiming for continuity or the development of other approaches. Thus, we sought to construct a state of knowledge on the works that addressed the theme in science education. For this purpose, 171 works from 2012 to 2022 were gathered from the capes Periodicals Portal, the Brazilian Digital Library of Theses and Dissertations bdtd and the Proceedings of enpec. The data were organized in a spreadsheet, distributed by year, journal and region, and divided into thematic sections of Literature Reviews, Analysis of Textbook and Curriculum Debates, Works in the Context of Basic Education and Works in the Context of Teacher Training and/or Practice. The results showed few works in the North and Northeast of the country. Various approaches were observed, with a marked presence of a nutritional approach and its use for contextualizing or addressing its relationship with curriculum contents. Interdisciplinarity and the need for teacher training were also addressed. We emphasize and advocate for approaches that, in addition to broadly addressing the theme, value its connection with the context and realities of the students. From this perspective, much can be thought and built in science education with this theme. [ABSTRACT FROM AUTHOR]

BackgroundNutritional education is a mandatory component of the Holiday Activities and Food (HAF) programme in England, yet there is a paucity of literature exploring how this component is delivered. The aim of this study was therefore to explore the delivery, content, dose and perceived impacts of nutritional education, at the HAF club level, across England.MethodsA self-completion, cross-sectional online survey design was adopted. Non-probability purposive sampling was used to collect data from HAF club leads (n = 147) from across England. Data were analysed using descriptive statistics and frequencies.FindingsFace-to-face nutritional education was the most common mode of delivery, with sessions mostly comprising of discussing food and nutrition. However, whilst the majority of clubs delivered the required number of nutritional education sessions per week, according to the Department for Education’s guidelines, the time spent delivering individual nutritional education activities may not be sufficient to drive change in related skills and behaviours. Moreover, many clubs did not adopt a whole-family approach, and some did not deliver any nutritional education activities at all, which club leads attributed to a lack of material resources and ambiguity in the national HAF guidance.ConclusionNutritional education is delivered in a variety of ways across HAF clubs, based upon available local assets, resources and venues. Policy and practice recommendations include increased HAF funding to support clubs that lack material resources, national training in nutritional education, and evidence-informed guidance and practice.

Shifting from meat consumption is critical for future dietary evolution. Mainstream newspapers and social media are the leading platforms for expressing this opinion. By analysing the media discourse, the proponents of the shift from meat, to plant-based meat and cultured meat were identified. The objectives were: a) to identify themes, word frequencies, and sentiment related to meat substitutes, b) to determine Chinese perceptions of the two meat substitutes, and c) to determine which food functions are of concern to Chinese consumers. Between July 2016 and July 2022, the researcher gathered data from People's Daily and China Daily online outlets and user comments. 574 news articles and 2,345 online comments were extracted. Three techniques were applied: sentiment analysis, thematic analysis, and word cloud analysis. The results revealed that newspapers reported positively on meat substitutes, yet user comments showed negative public perception. Chinese people held positive attitudes toward plant-based meat and negative attitudes toward cultured meat. Thus, the insights from the media discourse provided valuable indicators for stakeholders to develop sustainable food education and consumption strategies. [ABSTRACT FROM AUTHOR]

The plate model is widely used to promote healthy eating. Despite extensive adoption in dietary guidelines, the model's role in food educational practices is scarcely studied. The present study aimed to explore the plate model as a food educational tool in the school subject Home Economics (HE). Use of the plate model was investigated with Rogoff's three planes of analysis as a framework. The research question was: "How is the plate model used in a food educational practice, considering institutional, interpersonal, and personal planes?" Data from video-recorded classroom observations, focus groups, interviews, and text documents were analyzed. The data were generated through a case study, with twelve students and two HE-teachers followed over the course of a school year. Results show how the plate model was framed as the right way of eating. Nutritionally "proper" food was described, with the model functioning as a bridge linking (abstract) nutritional content with (concrete) dishes. This way of using the model might hamper understandings of fundamental principles for nutritional classification. Moreover, those who do not eat plate model-type dishes may be wrongly judged. Supported by empirical events, this study shows how the plate model can be useful – but also overused – in food education. [ABSTRACT FROM AUTHOR]

Food education has become an umbrella term covering various understandings of our relationship with food, originating from diverse research contexts. There is often the need to form a "holistic" understanding of what food education is and what it does. In this article, we explore a holistic approach to food education and how an informal learning environment can promote and contribute toward a holistic approach to food education. We conducted our study at four youth centers in Finland. The data were collected from seven focus groups of young people who took part in group discussions and whom we observed. We analyzed our data using content analysis. The young people developed food-related skills when discussing different food choices, planning meals, preparing food, and eating together. They evaluated their skills and talked about the kinds of food they made and why. They displayed "holistic thinking:" they created common meanings for food and considered issues related to the food system and environment. Our results indicate that informal settings comprise an important dimension of a holistic approach to food education. To improve food education in the future, we need not only a holistic approach, but also a more thorough understanding of its meanings and dimensions. [ABSTRACT FROM AUTHOR]

Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short-term, medium-term and possible generational effects with regard to public health, sustainability and well-being of future citizens in local communities. While parents and childhood environments are a basis for learning about food and meals, systematic food education in the setting of primary and lower secondary schools may have a significant role that should be utilized more strongly, reaching and benefitting all pupils from a life course perspective. Through this article, we explore the current state of the art of the mandatory school subject Food and Health (FH) from the Nordic perspective. Our leading questions are: (1) What potential is currently utilized and which future potential does FH education have in primary and secondary schools in terms of food education for essential life skills and competencies, and (2) How can this untapped potential be better harnessed with a goal of facilitating better learning in FH? Drawing on data from Norway as a case study, supported by Swedish and Finnish data, we discuss the status, challenges and potential reformation of food education, focusing on FH. This includes perspectives on the prioritization of the FH subject and the organization of more systematic food education in schools, which might improve FH's status and significance. Combining theory-practice, creating room for discussion and focusing less on cooking-related activities may better facilitate learning in FH. Without proper FH, food education might be nonsystematic, thereby generating unequal outcomes for children and adolescents. [ABSTRACT FROM AUTHOR]

Food education has the potential to increase early primary school students' knowledge and skills regarding sustainable food choices. However, teaching and learning about food-related knowledge and skills is scarce in early primary school lessons. This study aims to explore Swedish primary school teachers' experiences of subject-integrated food education and their perceptions of the opportunities and challenges associated with subject-integrated food education. Conducted within the framework of a case study, teacher interviews, influenced by results from a pre-questionnaire, were analyzed using thematic analysis. The results show that subject-integrated food education, using food and school meals as pedagogical tools, can facilitate the teacher's role as a food educator, if they are consciously and systematically used. The preconditions for successful subject-integrated food education in primary schools include a school organization that promotes subject integration, an understanding in common of what food-related knowledge entails, and professional teacher competence in food pedagogy. This research highlights the need for a more systematic and integrated approach to food education in early primary school settings. [ABSTRACT FROM AUTHOR]

Explore participant perceptions of involvement in an experiential food education program during elementary school and the scope and extent of program influence on food decisions. Focus groups with current participants and program alumni. Washington, DC. Thirty-nine elementary school students and 39 program alumni ranging from middle school through university students. Participant perceptions of program impact from childhood into adolescence and young adulthood. Inductive thematic analysis. Nine emergent themes were identified, spread over 3 categories of program impact: immediate, beyond the classroom, and sustained. Immediate program impact themes came from all participants and included enjoyment, hands-on learning, and fostering connection. Beyond the classroom, older elementary students and alumni expressed perceived shifts in individual and family food intake, involvement in household food practices, and desire for fresh food options at school. Themes of sustained program impact among alumni participants were an appreciation for fresh food, openness to trying new foods, and confidence to make informed food decisions. Findings provide a deeper understanding of participant perspectives on the impact of participation in a school-based experiential food education program and a basis for further research on the role of early exposure to food education in influencing food decisions as children grow older. [ABSTRACT FROM AUTHOR]

Offering children multiple occasions and settings to approach new or least-liked foods has value both from a taste development perspective as well as a pedagogical one. New food experiences in positive atmospheres foster pleasure, curiosity and willingness to interact with these ingredients in multiple manners, not only eating or tasting them. This qualitative case study reports 4 and 5-year-old children's articulation of their experiences in exploratory food ateliers at their preschool. During the study the children's ideas and perceptions about their sensory experiences with food were documented, while keeping the children at the center of their explorations, in line with the Reggio Emilia approach. Results indicate that the children reflected on changes in their own attitudes and taste toward least-liked foods, as well as including meta-reflections on complex phenomena such as multisensory perception, cross-modal correspondences and taste development. Thus, by promoting multiple multisensory explorations, the study suggests that children can become more open-minded and self-aware, broadening the spectrum of food experiences. [ABSTRACT FROM AUTHOR]

Introduction: Given the current food and nutritional problems of the Brazilian population, food and nutrition education (EAN) is consolidated as an important health promotion strategy. Objective: Create a memory game with a playful approach as an EAN strategy to enhance learning about healthy and appropriate eating for elementary school children. Materials and methods: This is a qualitative development study. The research was carried out in September and October 2020, in the center of studies in food and nutrition located in the Nutritional Assessment laboratory of the Nutrition Course of a private university in São Luís-MA. The research was divided into three stages: 1st selection of information: in order to select the sources that best suit the game's proposal. 2nd choice of illustrations: a search was carried out for images that could complement the message of the instrument to be created, 3rd development of the game: an attempt was made to develop a game with language suitable for elementary school children, colorful and attractive. Results: A memory game was developed with a playful approach to enhance learning about healthy and appropriate eating for elementary school children aged 9 to 11 years. Conclusion: Carrying out EAN activities with a playful approach for elementary school children serves as a strategic tool, as play brings children closer to information about nutrition and healthy eating, as well as enhances learning, making them autonomous as to their food choices. [ABSTRACT FROM AUTHOR]

Food systems are the sum of actors and interactions along the food chain. A growing number of public libraries are partnering in the food system, but little research has sought to understand what that looks like. To understand this topic, in Spring 2022 the researchers circulated a survey to members of the American public library profession. Survey results (n = 401) found a majority had displays related to food, and food programs offered through partnerships. Respondents showed an interest in learning more about this topic. After presenting and discussing results, the article concludes with a call to more deeply understand this topic. [ABSTRACT FROM AUTHOR]

Globally, food is acknowledged as a primary focus for addressing challenges facing cities. City councils create and support food-related policies or strategies to enhance healthy and sustainable environments, and multiple food practitioners engage closely with these initiatives. However, the visibility of educational aspects of food within governments, policy development, public spaces, or across society is limited. There is a lack of evidence about how pedagogical frameworks can inform these initiatives. This study aims to develop a draft food pedagogies framework, whose application can inform food initiatives beyond the classroom to increase adults' awareness of, engagement with and empowered action relating to food, with the goal to advance societal health and sustainability. A qualitative approach included semi-structured interviews with 39 experienced food leaders from diverse food-related fields in Australia. Using thematic analysis, five key themes to assist adults learn about food in everyday life settings were identified: (1) Making use of (in)formal pedagogical spaces in communities; (2) Encouraging interactions with a range of people related to food; (3) Creating enjoyable and practical experiences as part of daily lives; (4) Developing supportive and transparent systems that reflect communities' needs; and (5) Utilizing broader social issues. A proposed framework, based on the five themes and existing theoretical frameworks, can be used to inform policy makers and diverse food practitioners to develop urban food strategies that aim to create food-centred changes within urban settings toward societal health and sustainability. [ABSTRACT FROM AUTHOR]

Recent educational programs emphasize the concept of pupil participation which entail pupil autonomy during all steps of learning. However, little is known about how this is implemented in practice. The objective of the current study is to investigate how pupil participation is practiced in the Norwegian school subject Food and Health at lower secondary school level. The pupils' own perception of pupil participation is the focus of the paper. The objective was addressed by a mixed method approach including survey data, observations, and interviews with pupils. Pupil participation was studied in eight areas of the subject, namely 1) shaping the academic content, 2) selecting ingredients and dishes, 3) purchasing and calculating costs of ingredients, 4) preparation for cooking, 5) cooking, 6) distribution of tasks, 7) meal situation, and 8) assessment. The results indicate that pupil participation varies for different parts of the subject, being lowest for shaping the academic content and purchasing and calculating costs, and highest for the meal situation. Overall, the findings indicate that pupil participation is not practiced to the extent that the educational program requires, and future studies needs to shed light on how degree of pupil participation can be increased to achieve the goals in the educational program. [ABSTRACT FROM AUTHOR]

Food self-production offers a promising solution to many urbanization problems in cities. However, despite the advanced technology, the acceptance and involvement of local residents (its users) are required for implementation. The study presented here aims to gain a deeper understanding of the educational characteristics of future or current users of urban gardens, especially those oriented towards their own food production. The research will explore urban dwellers' traditional understanding and knowledge of the food growing process acquired over the course of their lives. We conducted in-depth interviews with residents of a selected block of flats in Łódź, who expressed their willingness to participate in an Urban Living Lab. As part of it, they would grow food for a year using hydroponic installation located in the corridors of their block. As a result of our analyses, we have identified the dominant traditions and social culture associated with growing food among the future participants of the Urban Living Lab, focusing primarily on the educational aspects. This is because we assume that effective educational interventions are an essential tool in the process of shaping the pro-environmental behaviour of city dwellers. The results obtained will be relevant for those involved in the urban education process, including city authorities, urban educators, pro-environmental associations, and grassroots activists. [ABSTRACT FROM AUTHOR]

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Education is recognized as crucial in addressing unsustainable practices, such as food waste. One of the aims of interdisciplinary food education in basic education is to promote sustainable food waste behavior, which can be promoted by transformative learning. This study examined how food waste is addressed in nine Finnish basic education textbooks. The content related to food waste and the pedagogical style of the texts were analyzed from home economics, biology, and geography textbooks designed for secondary level education (grades 7–9, age 13–16). The results were analysed to assess their potential to promote transformative learning. All of the textbooks approached the topic of food waste from the perspective of their own subject, and none presented it as an interdisciplinary phenomenon. Home economics textbooks focused on students' perspectives, emphasizing food waste reduction and waste sorting. Geography textbooks frequently explored the topic in the context of the food supply chain or at a global level, while biology textbooks primarily addressed the sorting of food waste. The textbooks primarily used a neutral text style focusing on information transmission. In some contexts, a persuasive style was employed to encourage critical thinking and action. The participative style, which encourages active student engagement, was utilized the least in all textbooks, and primarily for exercises. By integrating learning-supportive text styles (such as participative and persuasive), including student tasks related to food waste, and fostering an interdisciplinary understanding of food waste, textbooks have the potential to transform student learning and engagement in sustainable food practices.

Abstract Background Dietary Guidelines for Saudis are offered and promoted in two forms: the Healthy Food Palm and the Saudi Healthy Plate. However, public awareness, recognition, and engagement with these guidelines is not well studied. Understanding the factors behind dietary guideline promotion, awareness, recognition, and use may lead to greater optimization of and engagement with the guidelines. This study aims to assess recognition of and public engagement with the My Palm and My Plate dietary guidelines as well as dietary guideline awareness, perceptions, and preferences among Saudis. Methods To compare awareness, knowledge, and usability between the Healthy Food Palm and the Saudi Healthy Plate dietary guidelines, a cross-sectional survey-based study was conducted among Saudi adult males and females above 18 (n = 674) between October 2021 and January 2022. Participants were split into groups based on age and gender. T-test and χ2 tests were used to determine differences between groups for continuous and categorical variables, respectively. Results Most participants were unaware of the Healthy Food Palm and the Saudi Healthy Plate guidelines, with only 11.1% and 30.3% able to recognize guideline-associated visual illustrations, respectively. However, nearly half of the participants correctly identified the number of food groups in the Healthy Food Palm and Saudi Healthy Plate. As well, more than half of the sample preferred the Saudi Healthy Plate, while one-quarter of the sample preferred neither guideline. In terms of future public health promotion, participants identified that “convenience and availability” (29.6%) and “my own health” (28.6%) were the most influential dietary choice factors with “social media campaigns” (2.4%) and the involvement of “an influencer” (3.1%) being the least influential dietary choice factors. Conclusions Implementation of and public awareness of dietary guidelines is less than optimal, and opportunities exist for greater information dissemination and public engagement. Measurement and ongoing evaluation of public dietary guideline awareness and use and a more in-depth understanding of dietary choice influences and behaviors are important considerations for dietary guideline development and promotion.

Parental food education has been recognized among the important factors influencing children’s food literacy; however, the intrinsic mechanisms through which this influence occurs are unclear. In this study, a mediation model was constructed to explore this issue, using the parent–child relationship and learning motivation as mediating variables. In total, 204 children, aged 9–14 years old, responded to questionnaires on parental food education, children’s food literacy, the parent–child relationship, and learning motivation, which were used to measure the variables of interest. The results showed that parental food education was significantly and positively related to the parent–child relationship, learning motivation, and children’s food literacy; the parent–child relationship was significantly and positively related to learning motivation; and learning motivation was significantly and positively related to children’s food literacy. Parental food education influenced children’s food literacy in the following two main ways: the mediating role of learning motivation and the chain-mediating roles of the parent–child relationship and learning motivation. In addition, we attempt to explore the moderating role of the teaching stage between parental food education and the parent–child relationship, learning motivation, and children’s food literacy. In this paper, we discuss possible guidelines for family food education and children’s health based on the findings of the current study.

Abstract Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short‐term, medium‐term and possible generational effects with regard to public health, sustainability and well‐being of future citizens in local communities. While parents and childhood environments are a basis for learning about food and meals, systematic food education in the setting of primary and lower secondary schools may have a significant role that should be utilized more strongly, reaching and benefitting all pupils from a life course perspective. Through this article, we explore the current state of the art of the mandatory school subject Food and Health (FH) from the Nordic perspective. Our leading questions are: (1) What potential is currently utilized and which future potential does FH education have in primary and secondary schools in terms of food education for essential life skills and competencies, and (2) How can this untapped potential be better harnessed with a goal of facilitating better learning in FH? Drawing on data from Norway as a case study, supported by Swedish and Finnish data, we discuss the status, challenges and potential reformation of food education, focusing on FH. This includes perspectives on the prioritization of the FH subject and the organization of more systematic food education in schools, which might improve FH's status and significance. Combining theory–practice, creating room for discussion and focusing less on cooking‐related activities may better facilitate learning in FH. Without proper FH, food education might be nonsystematic, thereby generating unequal outcomes for children and adolescents.

Background: Dietary Guidelines for Saudis are offered and promoted in two forms: the Healthy Food Palm and the Saudi Healthy Plate. However, public awareness, recognition, and engagement with these guidelines is not well studied. Understanding the factors behind dietary guideline promotion, awareness, recognition, and use may lead to greater optimization of and engagement with the guidelines. This study aims to assess recognition of and public engagement with the My Palm and My Plate dietary guidelines as well as dietary guideline awareness, perceptions, and preferences among Saudis. Methods: To compare awareness, knowledge, and usability between the Healthy Food Palm and the Saudi Healthy Plate dietary guidelines, a cross-sectional survey-based study was conducted among Saudi adult males and females above 18 (n = 674) between October 2021 and January 2022. Participants were split into groups based on age and gender. T-test and χ2 tests were used to determine differences between groups for continuous and categorical variables, respectively. Results: Most participants were unaware of the Healthy Food Palm and the Saudi Healthy Plate guidelines, with only 11.1% and 30.3% able to recognize guideline-associated visual illustrations, respectively. However, nearly half of the participants correctly identified the number of food groups in the Healthy Food Palm and Saudi Healthy Plate. As well, more than half of the sample preferred the Saudi Healthy Plate, while one-quarter of the sample preferred neither guideline. In terms of future public health promotion, participants identified that "convenience and availability" (29.6%) and "my own health" (28.6%) were the most influential dietary choice factors with "social media campaigns" (2.4%) and the involvement of "an influencer" (3.1%) being the least influential dietary choice factors. Conclusions: Implementation of and public awareness of dietary guidelines is less than optimal, and opportunities exist for greater information dissemination and public engagement. Measurement and ongoing evaluation of public dietary guideline awareness and use and a more in-depth understanding of dietary choice influences and behaviors are important considerations for dietary guideline development and promotion. [ABSTRACT FROM AUTHOR]

In 2022, Taiwan enacted the Food and Agricultural Education Act, thus officially launching its food education policy. The objective of this article is to elucidate the social background to this Act and current challenges to promoting food education. The data were obtained from the relevant literature and interviews with 11 key actors, who represented academia, the government, public education and civil society. Although having much in common with the Japanese equivalent policy, Taiwan’s food education contains some notable features. Food education began as a reaction to recent food safety scandals, growing food anxiety, the prevalence of eating out, the globalisation of food systems and increasing instability, all of which characterise reflexive food modernity. The Taiwanese policy aims to avoid the nutrition-centered, gendered and nationalistic tendencies of food education in countries such as Japan by stressing the interconnection of food system actors, social responsibility for family meals and an openness to diverse food cultures. However, achieving such objectives requires consciousness of the reflexive food modernity facing Taiwan and addressing operational issues, notably the strengthening of interministerial collaboration and the integration of dialogue with diverse food education actors in defining educational content and professional qualifications. [ABSTRACT FROM AUTHOR]

This study examined the effect of Futurability Education for graduate students on "Shokuiku supporting sustainable food and nutrition" by introducing the perspective of Imaginary future generations(IFGs), who think and make decisions from the standpoint of future generations, to examine what should be done now for food and society in 2050. Through the experience of thinking as IFGs, the students' opinions changed from a consumer/individual perspective to a producer/overhead perspective, and their awareness of social contribution and environmental considerations increased. They also took a longer-term perspective and became more aware of the importance of passing on traditional food culture. It was suggested that the application of "Futurability Education," which fosters the ability to make decisions with future generations in mind, can motivate people to take desirable actions to support sustainable food. [ABSTRACT FROM AUTHOR]

The goal of this viewpoint is to promote an integrated and holistic framework for food literacy on college campuses. We propose that a framework to promote an effective understanding of food should encompass social, political, scientific, and personal dimensions; integrating these elements into university curricula and campus culture can empower students to become more engaged food citizens, with implications for their own food choices, and also for the broader food system. Emerging findings show that curricular interventions designed to educate about food system-environment connections can motivate students to reduce red meat and increase vegetable consumption. This viewpoint also lays the foundation for future studies to quantify the impact of increased knowledge on food choices, which can ultimately impact the health and wellbeing of both people and the planet.

Food is a part of everyday life, and formal food education is included in compulsory education in many countries, for example through the subject Home and Consumer Studies (HCS). While food education is often underpinned by public health concerns such as preventing non-communicable diseases and promoting cooking skills, there has been little focus on aesthetic aspects of teaching and learning about food. This study therefore aims to gain understanding of aesthetic values as a part of HCS food educational practices. Aesthetic values are here regarded as socially and culturally shared, and related to notions of pleasure and taste. As this study uses a pragmatist approach, aesthetic values are seen as constituted in encounters, encompassing experiencing individual(s), artifacts, and context. By thematically analyzing empirical data from an exploratory case study, including classroom observations, student focus groups, and teacher interviews, we show how values are constituted as culinary, production, and bodily aesthetics. Culinary aesthetics involved cooking processes, cooking skills, and presentation of food and meals. Production aesthetics involved foods’ origin and degree of pre-processing, whereas bodily aesthetics related to bodily consequences of eating. Aesthetic values were vital features of the educational practices studied and played a key role in bringing the practices forward. They also indicated what counted as valid, or desired, outcomes and thereby steered events in certain directions. The study highlights the significance of aesthetic values and argues in favor of acknowledging aesthetics in planning, undertaking, and evaluating HCS food education.

In order to understand the awareness of urban adolescents on healthy diet, nutrition knowledge, traditional food culture, and food safety, a food education survey was carried out in the Middle School Affiliated to the National University of Defense Technology of the Chinese People's Liberation Army. Based on 1 088 middle and high school students, the questionnaire was designed from four dimensions: food nutrition cognition, correct eating habit cultivation and safety knowledge, traditional diet and etiquette inheritance, food education knowledge cognition and attitude. The results show that urban Middle school students have a high degree of awareness of food nutrition knowledge, traditional food culture and etiquette, and correct eating habits, as well as a high attention to food safety and food education in the whole society. Most teenagers can identify the hidden health risks of addictive foods, while they cannot effectively control them in real life. Moreover, middle school students have a strong willingness to participate in rich and colorful food education activities. It is suggested to speed up the process of food education into the campus.

The global dietary transition is, among other things, marked by the prominence of softer, mechanically easy-to-eat foods and simple flavours. However, maintaining children’s tolerance to adverse dietary experiences, such as eating around bones, or consuming bitter vegetables, is an important contributor to nutritional balance and cultural preservation. Re-framing the capability to eat ‘difficult’ foods as an admirable, broadly useful, life skill would go a long way towards fighting against food neophobia or predilection for ultra-processed foods. In this article, I reflect on a sub-set of data gathered in 2018–20 from interactive food literacy benchmarking activities for 12–17-year-olds in Japan and Cambodia. Among the activities were measures of eating skill and tolerating adversity involving consumption of (A) bitter green vegetables and (B) whole fish. I find that social pressures lead children to derive social recognition from their food literacy and to make cognitive leaps about the utility of being able to face culinary adversity. This presents an alternative for casting adverse foods as personal, lifelong challenges rather than as momentary gustatory revulsion. It also presents an alternative approach to conventional food education, with the possibility for simultaneously measuring food literacy deficits and creating context for their resolution.

Table salt is the main source of sodium (Na) in the human diet. Excessive supply of Na in a diet is strongly linked to many non-communicable human diseases, such as hypertension, obesity and stomach cancer. The World Health Organization recommends that daily intake of salt in adult diets should be kept below 5 g/person/day, which corresponds to 2 g Na/person/day. However, on average, adults consume about 9–10 g/person/day, and children and young people about 7–8 g/person/day. Initiatives to reduce salt intake include modifications of food composition in collaboration with the food industry, education of consumers, salt marking on foodstuff labels and taxation of salt. A need also exists to educate society so that they choose low-sodium products. In view of the food technology and amount of salt intake, the most important and the easiest change to make is to reduce the content of salt in baked goods. This paper analyses the results of surveys regarding strategies to reduce salt content in food products and considers multifaceted initiatives to reduce salt intake as a possible efficient method of improving the population's health status. [ABSTRACT FROM AUTHOR]

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Food education through cooking programs have been identified to promote healthy eating among individuals, especially among the youngest. It was intended to evaluate the impact of a set of food education sessions in students of the 3rd cycle of basic education (from the 7th to the 9th grade) to promote the consumption of functional foods and improve their cooking skills. A pre- and post-session questionnaire and a global assessment of the sessions were applied. Twenty-three students aged between 13 and 14 participated in the activity, mostly male (60.9%). About 95% of the students had a normal weight and 4.8% were overweight. There was an improvement in the cooking skills of the students, especially in their confidence in making sauces and soup. About 70% of students are very/very willing to increase the frequency of meals prepared by themselves and consider it important to introduce themes related to functional foods in the syllabus in the 3rd cycle of basic education. [ABSTRACT FROM AUTHOR]

The demand for food has been increasing throughout the years, with notable preferences for animal-based foods. Considering the impact of the excessive animal-based consumption on the environment and public health, international organisations and the scientific literature have advised for a large-scale transition towards healthier and more sustainable food consumptions, i.e., a systematic decrease in animal-based consumption followed by an increase in plant-based consumption. However, to effectively promote healthier and more sustainable food choices such as plant-based ones, it is crucial to understand what motivates consumers' food choices. Based on primary data (N = 1040), representative of the Portuguese population, it was possible to assess the potential motivators behind food choices, allowing to provide guidelines for policy decision. The impact of different socioeconomic characteristics, food consumption orientations, and food-related behaviours on food choices was estimated. In general, most of the drivers of plant-based meals were also motivators for reducing animal-based meals. The main findings demonstrate that the more environmentally conscious and informed the consumer, the more likely they are to choose more plant-based and less animal-based meals on a weekly basis; not only informed consumers, but consumers who actively look for information before buying choose more plant-based meals. Thus, not only information, but, more importantly, education regarding food characteristics and its impact on society should be the focus of policymakers. Understanding the drivers and barriers of food choices is vital for informing future food policy to promote healthier and more sustainable choices rich in plant-based foods, both for Portugal as well as for other European countries, particularly the southern ones with similar culture and where the Mediterranean diet is highly promoted. [ABSTRACT FROM AUTHOR]

Background: The 'Tasty School' is a tailored teacher‐delivered food education model for primary schools in Finland. The aim of the current study was to investigate the feasibility of the Tasty School model in primary schools. Furthermore, the aim was to assess changes during the intervention in the class teachers' perspectives and experiences related to food education and school dining. Methods: The method involved a quasi‐experimental study with intervention and control groups. A total of 130 class teachers from 15 intervention and 10 control schools from five municipalities in Finland participated in the study during one school year. The theoretical framework of acceptability was utilised to evaluate feasibility using frequencies. The comparison data were analysed using a mixed‐effects model for repeated measures to account for the intervention effects and selected standardising effects. Results: Teachers reported that the model was highly acceptable and easily integrated into the school environment. Support from principals and colleagues was the most important facilitator of food education, and lack of time was the barrier. Teachers in the intervention schools were more likely to consider school meals healthy after the intervention, and they reported having sufficient materials and supplies for food education. Conclusions: The Tasty School was shown to be a feasible model for food education in primary schools. The current study especially found that the commitment of the whole school and principals' role are crucial in the implementation of food education. The factors that support the implementation must be strengthened, and efforts must be made to reduce the barriers. Key points: The Tasty School was shown to be a feasible model for food education in primary schools.The commitment of the whole school and principal's role are crucial in the implementation of food education. [ABSTRACT FROM AUTHOR]

In primary schools throughout the island of Ireland (IoI), the study of food, nutrition and healthy eating is an obligatory part of the curriculum, albeit that, in neither jurisdiction does it occupy a discrete space. Our previously published SCoTENSfunded IoI study (Mooney et al., 2011) sought to elicit the views of primary-school teachers on the status of this area within the curriculum and their experiences of teaching the subject area. Questionnaires (n = 162) were completed by teachers and ten follow-up semi-structured teacher interviews were conducted. Results indicated that 75% of teachers rated the work on food education as very relevant to pupils' lives. Most teachers (70%) employed a variety of active learning methodologies but fewer than half (48%) undertook practical food sessions due to a lack of resources. Only 8% of schools did not have a healthy-eating policy; teachers in other schools, however, highlighted that having such a policy served to consolidate learning on healthy eating in the classroom. The current paper considers findings from this study ten years on and highlights why the results from the 2011 study are as pertinent today as they were then. [ABSTRACT FROM AUTHOR]

This article offers a critical reflection on a scoping consultation held in 2019 to examine the opinions of key stakeholders in relation to the place of food education in the Irish primary-school curriculum. The 46 attendees included representatives from four government departments and several health- and food-related organisations. The event marked the coming together of a diverse and high-level group to consider how food education can be delivered in primary schools. Stakeholders' views were collated in the form of audio recordings, feedback postcards, spectrum questions, and feedback sheets. Thematic analysis was applied to the data collected to generate six themes: policy change, aspects of food-education classes, role of teachers' confidence, agency and assessment, health discourse, age of engagement, and engaging family. The article also offers insights into the process of conducting a qualitative research study. A broader aim of the event and research described is to encourage continued conversation between researchers, educators, policymakers, and food and health organisations on issues associated with drawing up a roadmap for embedded food education. [ABSTRACT FROM AUTHOR]

Several authors have shown that vegetables a re the most commonly wasted component in school lunches and enhance the importance of food education on topics such as food waste and vegetable consumption. The present research evaluated the efficacy of a single session of food education on vegetables waste and consumption. The data collection was focused on primary school students from a school located in Guarda district (Portugal). A vegetable selective aggregate weighing from the lunch plate was required in two distinct phases: before and after a single 30 min nutritionist's intervention. The variables collected were the quantities of vegetables produced, leftovers and plate waste. Through these weighings, it was possible to measure the variables: distributed vegetables, consumed vegetables, vegetables waste, leftovers index, plate waste index. The use of materials such as a scale, suitable containers, gown, disposable gloves, cap and office supplies were necessary. In total during the two phases, 870 meals were evaluated. Measures of central tendency and statistical analysis tests were used. At the end of the present research, it was possible to verify significant results in the reduction of the vegetables leftovers index and in the increase in vegetable consumption per capita, through the nutritionist's intervention. There were significant differences in the reduction of the index of vegetable leftovers and in the increase in the consumption of vegetables per capita and no significant differences in total vegetable waste. Potential causes and strategies for future research were also discussed. This study demonstrates how a nutritionist's intervention, in a school context, could translate into behavioral change in nutrition and sustainability terms. [ABSTRACT FROM AUTHOR]

Objective: Schools can be an effective arena for food education. The Tasty School is a tailored teacher-driven food education model that provides tools for implementing food education in primary schools. This study aimed to investigate the effects of the Tasty School model on pupils' eating patterns and experiences. We also aimed to assess the implementation strength of the Tasty School.Design: A quasi-experimental study was conducted during one school year 2019-2020 in fifteen intervention and ten control schools. The intervention schools implemented the Tasty School food education model. The pupils completed web-based baseline and follow-up questionnaires in class during a school day. The principals were interviewed after the intervention. The data were analysed using a mixed-effects model for repeated measures, accounting for the implementation strength and selected standardisation effects.Setting: A total of twenty-five general Finnish primary schools.Participants: 1480 pupils from grades 3-6 (age 8-12 years) from five municipalities in Finland.Results: Percentages of pupils eating a balanced school meal increased in schools where food education was actively implemented (P = 0·027). In addition, pupils' experience of social participation in school dining strengthened in schools where the Tasty School model was implemented (5-point scale mean from 2·41 to 2·61; P = 0·017).Conclusions: Healthy eating patterns can be promoted by the active implementation of food education in primary schools. The Tasty School model offers a promising tool for developing healthy eating patterns and increasing social participation among pupils not only in Finland, but also potentially in other countries as well. [ABSTRACT FROM AUTHOR]

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Copyright of Food & Machinery is the property of Food & Machinery Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research focuses on the conception and experience of the Basic Law of Food Education in Japan, analyzes its conception, and draws the experience of the implementation of "food education" in Japan: Focusing on giving justice and responsibility by means of law; Building a multi-subject cooperation system under the leadership of the government; Implementing an all-round "food education" promotion path and emphasizing the dynamic nature of the "food education promotion basic plan" are the practical experience of "food education" of the law. In order to give play to the educational value of "food breeding" in improving the diet of Chinese children, we can learn from the following aspects: Pay attention to the matching of "food breeding" laws; Establish and improve government management systems and mechanisms; Establish a trinity of family, school and society education model and carry out a long-term follow-up survey of children's dietary status.

Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Food and sustainability are intrinsically linked, yet the majority of food education in the Republic of Ireland focuses solely on health, and this form of education fails to address the complicated nature of the modern food system and its negative impact on biodiversity. Using the capabilities approach as a framework, this article argues that the purpose of food education should be to provide students with the ability to lead a flourishing life. The capabilities approach is used to evaluate the creation and implementation of a two-year programme entitled Green-Schools Food and Biodiversity Theme. The theme was designed by the researcher using an action research methodology with Green-Schools staff , and in direct consultation with the children and teachers in eight participating pilot schools. The theme presents a broad food-based subject. This article reflects on the process and suggests that students involved in the programme were equipped with an increased ability to make critical decisions about food, as well as an increased awareness of sustainability and biodiversity. The potential exists for the theme to be used as an exemplar for embedding a new type of food education into Irish schools, one where the impact of food on sustainability and biodiversity is better understood. [ABSTRACT FROM AUTHOR]