Nutrition education

Abstract

The definition and goals of nutrition education have evolved over the years to encompass educational strategies and environmental supports encouraging adoption of healthier, sustainable food choices and eating patterns. Nutrition education has been increasingly recognized in different fora as a valuable contributor to enhancing food security and sustainable development. In keeping with current understanding of food literacy, nutrition education is not restricted to information-giving, but rather strives to foster critical thinking, attitudinal change, practical skills and integrated actions to facilitate and enable health-conducive food behaviors and environments. Whilst in some countries it is part of compulsory school curricula, nutrition education also takes place in other settings, targeting different population groups and utilizing multiple, purposively chosen channels, tools and materials. These settings include community groups, supermarkets and urban gardens, as well as the mass media, internet, social media and mobile telephony. Research has shown the value of adopting an evidence-based and theory-driven approach in planning, implementing and evaluating nutrition education to enhance effectiveness in reaching intended outcomes. Social psychological theories, communication and information processing theories, behaviour change theories, constructivist learning theories, behavioral economics and socio-ecological models are among the theories and theoretical frameworks which may be used. At the same time, a number of foundational knowledge and skills competencies have been identified for nutrition educators in order to be effective in their research and practice.