Best strategies to improve school-leavers′ knowledge of nutrition and food systems: Views from experts in Iran

Abstract

Background:The research to date does not present an articulated approach to ensure nutrition and food systems education is systematically implemented within schools. This paper aimed to investigate food experts’ views of the best strategies to improve school-leavers’ knowledge of nutrition and food systems.Methods:In this qualitative study, 28 Iranian food and nutrition experts from four major provinces (Tehran, Fars, Isfahan, and Gilan) were selected and agreed to be interviewed. Required data were collected through in-depth, semi-structured, face-to-face, or telephone interviews and were analyzed thematically using NVivo.Results:The experts’ suggested strategies to improve Iranian school-leavers’ knowledge of nutrition and food systems fell into three key themes: Policy, education processes, and supportive environments. Together they formed an overarching theme of a multileveled system approach for transferring knowledge.Conclusions:Development of a scaffolded education program could assist curriculum developers and policy makers to assess and update current nutrition and food systems education programs in schools. Insights gained about education initiatives in one country such as Iran can provide an important impetus to support nutrition and food system education more widely.

What Should Be Taught in Secondary Schools’ Nutrition and Food Systems Education? Views from Prominent Food-Related Professionals in Australia

“…Globally, the major focus of current school-based education programs has been on promoting healthy dietary behaviours [ 12 , 13 , 14 , 15 ], and Australian investigators have also shown a similar trend in their studies [ 16 , 17 , 18 ]. However, some nutrition researchers have argued that nutrition education programs should not be limited to health-related aspects of food consumption [ 19 , 20 , 21 , 22 , 23 , 24 ]. These educators highlighted the need to educate students [ 19 , 22 , 24 , 25 ], or more broadly consumers, about food systems-related issues [ 21 , 23 , 26 ], covering production, processing, packaging, distribution, retailing, consumption, and wastage of food [ 27 ].…”

“…However, some nutrition researchers have argued that nutrition education programs should not be limited to health-related aspects of food consumption [ 19 , 20 , 21 , 22 , 23 , 24 ]. These educators highlighted the need to educate students [ 19 , 22 , 24 , 25 ], or more broadly consumers, about food systems-related issues [ 21 , 23 , 26 ], covering production, processing, packaging, distribution, retailing, consumption, and wastage of food [ 27 ]. A major reason for this emphasis on the different aspects of food systems is to promote informed food choices that aim to sustain and protect the environment.…”

“…The importance of nutrition and food systems (N&FS) education has been highlighted by several studies as a mechanism to improve adolescents’ capacities to make more informed food choices [ 19 , 22 , 24 , 25 ]. Education about specific areas of the N&FS have been highlighted in the literature.…”

“…For example, education on food groups and dietary guidelines to support adolescents in their selection of healthier food options and healthy eating patterns [ 24 ]. Awareness of the association between foods and the environment to promote food choices that are more supportive of environmental sustainability [ 22 , 24 , 25 ]. Education about the welfare of farm animals has been raised in literature to promote selection of animal-welfare friendly food products [ 22 ].…”

“…Awareness of the association between foods and the environment to promote food choices that are more supportive of environmental sustainability [ 22 , 24 , 25 ]. Education about the welfare of farm animals has been raised in literature to promote selection of animal-welfare friendly food products [ 22 ]. In addition, the importance of informing adolescents about the consequences of their food choices on local farmers has been highlighted [ 25 ].…”