Sustainable Food Systems and Planetary Health Education for Nutritionists and Dietitians: Prioritising Curriculum Concepts with Q Methodology
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| Title: | Sustainable Food Systems and Planetary Health Education for Nutritionists and Dietitians: Prioritising Curriculum Concepts with Q Methodology |
|---|---|
| Language: | English |
| Authors: | Liza Barbour, Sarah Browne, Tracy Everitt, Clare Pettinger, Jessica Wegener, Tina Farokhifar, Sarah Kim, Charlene Tsen, Gary Bonar, Liesel Carlsson |
| Source: | International Journal of Sustainability in Higher Education. 2026 27(10):79-95. |
| 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: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Postsecondary Education |
| Descriptors: | Food, Postsecondary Education, Allied Health Occupations Education, Nutrition, Dietetics, Health Promotion, Curriculum, Foreign Countries, Course Content, Workshops, On the Job Training, Social Justice, Diversity, Soft Skills |
| Geographic Terms: | Australia, Canada, Ireland, United States, Spain, Ghana, United Kingdom (England), New Zealand, Venezuela, Mexico |
| DOI: | 10.1108/IJSHE-08-2025-0978 |
| ISSN: | 1467-6370 1758-6739 |
| Abstract: | Purpose: The global food system is undermining human and planetary health. Urgent transdisciplinary action is required among food system stakeholders equipped to address complex challenges. This study aims to identify and prioritise curriculum concepts for tertiary education, with the aim of preparing entry-level nutritionists and dietitians to contribute to sustainable food systems and planetary health within their practice. Design/methodology/approach: A mixed-methods Q study was conducted. Curriculum concepts were identified from literature and an online survey (n 84, 23 countries), then prioritised by workshop participants (n 43, 11 countries) based on relevance for entry-level nutritionists and dietitians. Participants reflected on their decision-making process using a post-workshop survey. Data were analysed using by-person factor analysis, resulting in a three-factor solution. Findings: Three distinct viewpoints were identified; Viewpoint 1: Start with core concepts; Viewpoint 2: Prioritise diverse knowledges and social justice; and Viewpoint 3: Develop soft skills to address systemic challenges. Consensus was achieved regarding the relevance of some curriculum concepts; respect for diverse knowledges and cultures was considered highly relevant, while Policy and Food Industry were considered less relevant for entry-level practice. Originality/value: Q methodology enabled structured exploration of international perspectives among diverse food systems stakeholders, both within and outside the disciplinary field of nutrition and dietetics. The results offer discipline-specific guidance to inform a curriculum framework for tertiary educators. Such purpose-driven education can equip nutritionists and dietitians to contribute to sustainable food systems and planetary health for current and future generations. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505978 |
| Database: | ERIC |
| Abstract: | Purpose: The global food system is undermining human and planetary health. Urgent transdisciplinary action is required among food system stakeholders equipped to address complex challenges. This study aims to identify and prioritise curriculum concepts for tertiary education, with the aim of preparing entry-level nutritionists and dietitians to contribute to sustainable food systems and planetary health within their practice. Design/methodology/approach: A mixed-methods Q study was conducted. Curriculum concepts were identified from literature and an online survey (n 84, 23 countries), then prioritised by workshop participants (n 43, 11 countries) based on relevance for entry-level nutritionists and dietitians. Participants reflected on their decision-making process using a post-workshop survey. Data were analysed using by-person factor analysis, resulting in a three-factor solution. Findings: Three distinct viewpoints were identified; Viewpoint 1: Start with core concepts; Viewpoint 2: Prioritise diverse knowledges and social justice; and Viewpoint 3: Develop soft skills to address systemic challenges. Consensus was achieved regarding the relevance of some curriculum concepts; respect for diverse knowledges and cultures was considered highly relevant, while Policy and Food Industry were considered less relevant for entry-level practice. Originality/value: Q methodology enabled structured exploration of international perspectives among diverse food systems stakeholders, both within and outside the disciplinary field of nutrition and dietetics. The results offer discipline-specific guidance to inform a curriculum framework for tertiary educators. Such purpose-driven education can equip nutritionists and dietitians to contribute to sustainable food systems and planetary health for current and future generations. |
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| ISSN: | 1467-6370 1758-6739 |
| DOI: | 10.1108/IJSHE-08-2025-0978 |
