Abstract
Abstract
Background
This study aimed to develop a conceptual framework to better understand food and nutrition literacy and its dimensions and components among Iranian children.
Methods
The study included three sub-studies. First, two qualitative studies were conducted to explore experts’ and students’ perspectives and experiences regarding the topic. A comprehensive qualitative literature review was then conducted to identify food/nutrition literacy definitions and its components in the relevant literature. The data of the above three sub-studies were compiled as text data and were analyzed utilizing MAXQDA2010 software.
Results
Two main domains, including cognitive and skill domains, emerged from the data analysis. The cognitive domain consisted of food- and nutrition-related knowledge included four subcategories “nutrition knowledge”, “lifestyle knowledge”, “food safety knowledge”, and “knowledge of food and its preparation”) as well as “food and nutrition understanding”. The skill domain consisted of three dimensions: “functional”, “interactive”, and “critical” food and nutrition literacy.
Conclusions
The developed framework highlights the importance of integrated application of all dimensions of food and nutrition literacy among this population group. It can assist policymakers and curriculum developers in assessing education curricula and developing effective strategies for teaching and learning to increase students’ food and nutrition literacy.
Funder
National Nutrition and Food Technology Research Institute
Publisher
Springer Science and Business Media LLC
Subject
Public Health, Environmental and Occupational Health,Nutrition and Dietetics,Endocrinology, Diabetes and Metabolism,Medicine (miscellaneous)
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