Evaluation of Sri Lankan Secondary School Food Literacy Curricula Using a Mixed-Methods Approach
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| Title: | Evaluation of Sri Lankan Secondary School Food Literacy Curricula Using a Mixed-Methods Approach |
|---|---|
| Language: | English |
| Authors: | Poornima Sujeewa Rathnayake (ORCID |
| Source: | Health Education. 2026 126(2):129-144. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary Education, Food, Multiple Literacies, Secondary School Curriculum, Nutrition Instruction, Eating Habits, Foods Instruction, Time |
| Geographic Terms: | Sri Lanka |
| DOI: | 10.1108/HE-07-2025-0110 |
| ISSN: | 0965-4283 1758-714X |
| Abstract: | Purpose: Food literacy is key to lifelong healthy eating and sustainable choices. Yet, the topics and extent of its coverage in secondary school curricula remain unclear. This study aimed to identify essential food literacy components and assess their current level of integration. Design/methodology/approach: This four-phase mixed-method study included--(1) a scoping review to identify food literacy components, (2) expert validation using the Fuzzy Delphi method, (3) curriculum mapping, and (4) analysis of time allocated to food literacy content. Seventeen experts in nutrition, education, and food systems participated. We extracted data from Sri Lankan secondary school curriculum documents. We used a 7-point Likert scale to gather expert consensus and retained components with fuzzy scores above an a-cut-off of 0.5. We analyzed the curriculum for validated components, their subject and grade distribution and allocated time using descriptive statistics. Findings: Of the 34 validated components, 31 appeared in the curriculum, mostly in electives from grade 10 onward, limiting student exposure. The focus was mainly theoretical, with little on practical skills or global food systems. Despite broad coverage, limited access and application reduce effectiveness. The results emphasize revising curricula for practical, comprehensive and equitable food literacy across all secondary grades. Originality/value: This study is among the first to quantitatively identify validated food literacy components and assess their integration into the national secondary curriculum of a developing country by combining expert consensus with curriculum mapping. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501547 |
| Database: | ERIC |
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