Exploring Nutrition and Agri-Food Educators’ Knowledge of Food Sustainability: Insights Addressing Sustainability Education

Abstract

Education is pivotal in shaping a future geared toward climate neutrality and cultivating agents of change capable of addressing sustainability challenges. Educators’ understanding of food sustainability influences how effectively it is integrated into educational programs. This study examined the knowledge and understanding of food sustainability among nutrition and agri-food educators in Europe as part of a joint European-funded project (2023-1-IE01-KA220-VET-00156916: Train to Sustain). After ethical approval, a survey was distributed to educators in Ireland, Slovenia, Poland, and Italy. Data were analysed using qualitative and quantitative methods. Of the 123 educators who participated, 81% agreed they fully understood “food sustainability,” and 97% believed it is important to include it in education, yet only 62% reported that it was currently taught in their programs. This reveals a gap between perceived importance and implementation. The data also offered insights into how educators understand food sustainability across environmental, economic, social, cultural, and food security dimensions and how these are incorporated into teaching and awareness raising. Three themes were identified: (1) understanding sustainable food systems, (2) sustainable resource management, and (3) educating for food security and resilience. Participants emphasised environmentally friendly food practices, often linked to zero waste goals. The qualitative findings underscored the importance of societal access to healthy food, focusing on food security. However, references to economic and cultural aspects of sustainability were limited, suggesting a potential gap in educators’ understanding. This study highlights the need for educators to possess comprehensive knowledge of food sustainability to advance education and address climate and sustainability challenges.