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.
