Promoting healthy and sustainable diets in pre-service teachers: assessment of a teaching-learning sequence contextualized at the university garden

Abstract

Purpose – The study aims to introduce a teaching-learning sequence on healthy and sustainable food designed for pre-service teachers and contextualized at a vegetable garden; to assesses it through a mixed methods approach after a pilot implementation in Spain. Design/methodology/approach – The sequence was implemented 149 students at two Spanish universities. It was assessed following a PRE/POST scheme by means of open-ended questions, which were qualitatively analysed through content analysis with software MAXQDA; and of two validated quantitative questionnaires, which were statistically analysed through parametric or non-parametric paired tests with SPSS. Findings – Instruction positively impacted all dimensions involved in the learning of healthy and sustainable food, including knowledge, attitudes and behaviours, particularly food purchasing and consumption habits. Social implications – Young adults are an important population group in the transition towards sustainable food and farming systems. Teachers play a role as change agents. Learning gardens may increase students’ motivation and meaningful learning. Originality/value – This study serves as a call to action for the need of innovative educational experiences that contribute to the formation of a sustainable citizenship.