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The purpose of the Nutrition Education Students and Teachers (NEST) project was to develop a model of collaboration between University of Delaware dietetics students and elementary teachers to promote nutrition education in the classroom.

Junior and senior level students in a nutrition education course developed nutrition lessons with input from the school teachers on using age‐ and developmentally‐appropriate methods. Actual presentations to 55 elementary children were conducted in a health/science fair format. Written evaluations were completed by all involved in the project.

The university students developed competency in teaching skills, the elementary school pupils gained nutrition knowledge and skills, and the classroom teachers were provided with valuable curriculum materials for future use. The project was rated as successful by students, teachers, the school children, and nutrition instructors. This demonstrated an innovative method to teach nutrition education principles to university students with a threefold outcome.

Healthy eating behaviors need to be built in childhood, and schools are an ideal setting for nutrition education. However, resources are often limited. University professors should consider the use of live audiences for the development of teaching skills rather than the typical model of having students present to one another in their own classroom setting. Schools should consider the contribution that university students might make to their teaching programmes.

The paper describes an unusual, and cost‐effective, method of health education, of value to the teaching about dietetics, and to other areas of health education.

This study aims to determine the effects of nutrition knowledge on the use of nutrition facts labels in emerging adults by defining the nutrition education status.

For this cross-sectional study, 919 young adults, aged 18–24 years, were recruited. Participants trained by dietetic professional at least 2 h per week during the period of at least one education period were considered as having nutrition education. Food label use, specific circumstances and different food products were recorded. The participants were also asked about their attitudes regarding food label use with a questionnaire including 15 products.

Nutrition facts label is mainly used when buying a product for the first time, a product of an unknown brand or comparing different companies’ similar products, regardless of nutrition education status. Participants with nutrition education had a higher nutrition facts label use and they use the score for specific food products including breakfast cereal (p = 0.003), snacks (p < 0.001), beverages (p = 0.004), ready to eat soups (p = 0.004) and diet products for special occasions (p < 0.001). Mean total score of attitudes regarding food label use for participants who had nutrition education was found as 58.9 ± 6.1 and who did not have nutrition education was found as 51.7 ± 9.2 (p < 0.01).

Nutrition education, which is related to the nutrition facts label use, would be especially useful in helping people for the selection of healthier foods. As habits acquired from childhood will last for a lifetime, more effective nutrition education programs and nutrition label reading education programs should be designed. The findings need to be considered for promoting nutrition facts label use by developing nutrition education.

This study aims to estimate the determinants of household spending on education and nutrition. Education and nutrition are noteworthy elements for human development and welfare. Separate estimates are being provided for male and female as gender determines household welfare and gender-based analysis of household spending evaluates the aptitude of decision power as well as measures their influential role in human welfare.

Fruits, milk and dairy products are taken as proxy of substantial portion of nutrition. The study used primary urban household-level data that collected from Faisalabad city. The authors used double hurdle model.

The findings of the study show that females are more likely to spend on education. Household size and number of children negatively determine the household spending on education and nutrition. Number of employed household members, level of income and education are positively associated with household spending on education and nutrition by male- and female-headed households. A very low public spending on education and nutrition have led to upsurge the hurdles of households in Pakistan.

The study recommends that government should provide the employment opportunities, especially for females for stable and increased household income that leads to improve the household welfare.

Several studies have examined the education spending (Mbanefoh et al., 1997; Ichoku and Leibbrandt, 2003; Donkoh and Amikuzuno, 2011; Cisse, 2011), but these studies ignored to investigate the gender role and household spending on nutrition and education. This study is crucial in drawing suitable policy recommendations for household welfare. This study filled the gaps and scrutinized the issues that interrelated with household spending.

The debate concerning the relationship between maternal education and child nutritional status is not a foregone conclusion. This paper aims to contribute to the existing debate by examining this relationship for the case of Uganda.

Theoretically, the study was based on household models of optimization, just like in the standard consumer theory, to gain insights into household demand for the health good. Empirically, the paper employed maximum-likelihood probit models and computed marginal effects in order to obtain logically interpretable results.

The paper finds that once the socio-economic factors are controlled for, the significance of maternal education, especially primary and secondary levels, in influencing child nutrition status decays but post-secondary education persists. Therefore, if mothers are exposed to the same socio-economic conditions, it is education of the mother beyond secondary level that generates a difference in the child nutrition outcomes.

These findings suggest that efforts to improve the child health outcomes in the future need to target measures that aim to educate women beyond secondary level. The government program to extend free education at the secondary level is a good start and should be strengthened.

Literature presents no consensus on the effect of maternal education and child nutritional status. It is often argued that maternal education is simply a proxy for the socio-economic conditions and geographical area of residence such its significance decays once these are controlled for. Yet others argue that maternal education is a single most important factor influencing child nutritional outcomes. The debate is still very hot and this study sought to contribute to this debate for the case of Uganda.

This study aims to determine the impact of nutrition education intervention on nutritional status of undernourished children aged 6-24 months in the East Mamprusi district of Ghana.

This was a pre-post interventional study. In all, 153 undernourished children of age 6-24 months and their mothers were recruited from five communities. Underweight, stunting, wasting, mid upper arm circumference (MUAC) and haemoglobin (Hb) levels were determined at baseline and after intervention. Nutrition education was given to the mothers for three months based on the nutrition problems identified at baseline assessment.

There were improvements in underweight, wasting, MUAC and Hb levels among the children after the nutrition education intervention. The level of improvement at post-intervention differed significantly for underweight (−2.4 ± 0.4, −2.2 ± 0.4; p = 0. 001), wasting (−2.2 ± 0.6, −1.9 ± 0.6; p = 0. 001), MUAC (12.3 ± 0.5, 12.9 ± 0.6; p = 0. 001) and Hb level (10.0 ± 1.4, 10.5 ± 1.4; p = 0. 001) of the children compared to pre-intervention (−1.4 ± 1.8, −1.3 ± 1.7; p = 0.314).

There was significant improvement in the nutritional status of the undernourished children after the nutrition education intervention. Community nutritionists and stakeholders involved in nutrition and health issues concerning infants and young children should consider nutrition education, as it could be an inexpensive and effective strategy in combating childhood undernutrition in resource-poor settings.

Findings of this study provide evidence, suggesting nutrition education as a potential strategy to curb the high rates of child undernutrition in resource-poor communities in Ghana. This study provides insight for larger studies on the effectiveness of nutrition education in curbing child malnutrition in deprived communities in Ghana.

There are insufficient health and nutrition education interventions targeting adolescent females in rural contexts in Indonesia. There is also a paucity of research evaluating the impact of implemented programs. This paper aims to develop and test the validity of a tailored education module to improve the knowledge, attitude and skills of adolescent females on health and nutrition.

The study was conducted between 2019 and 2023 in Ban Village, Karangasem Regency. This study used an explanatory sequential mixed methods research approach consisting of three stages: formative research using mixed methods, validation and review of the module by experts using the Delphi technique and pilot testing of the module. In the formative research stage, there were 40 female adolescent respondents implicated, in the validation and module review stage, there were 14 nutrition and public health experts implicated, and in the pilot test, a new cohort of 60 female adolescents were recruited. Validity was assessed by exploring the feasibility, reliability and linguistics of the module. The Delphi score was measured by the mean score and standard deviation.

The Health and Balanced Nutrition Education Module was impactful in improving the health and nutrition of female adolescents in Ban Village. The validation score of the module shows that from the total score of 4, construct reliability obtained a score of 3.18 with a 0.35 standard deviation. The construct feasibility and language revealed better scores, which were 3.31 with 0.4 standard deviations and 3.29 with 0.46 standard deviations, respectively. After dissemination of the module, participants’ mean score of knowledge on the importance of balanced nutrition significantly improved by 68.8% (p-value = 0.0001).

The Health and Balance Nutrition Education Module has been proven to improve the awareness of adolescents on balanced nutrition. Nevertheless, this study also has limitations due to the small number of respondents attending the information sessions and the pilot testing. Further studies should consider using implementation research for scale-up in other parts of Bali.

This study provides insight for health and nutrition educators for creating modules that better align with the context and information needs of the target group particularly for adolescents in rural areas, which are seldom neglected.

This study indicates that the trialed education materials can play a role in improving female adolescents’ knowledge of nutrition throughout their life cycle and their role in preventing stunting and noncommunicable diseases in later adult life.

The health and nutrition module trialed in the study is tailored specifically to the context of rural areas of Bali and validated by public health experts, then tested with 60 adolescents.

The purpose of this study was to investigate the views of school staff on a nutrition health project implemented via an ICT‐based learning environment in a secondary school (7th to 9th grades).

The study was a part of the wider European Network for Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe SHE) in Finland, and particularly its sub‐project, From Puijo to the World with Health Lunch, which sought to renew secondary schools' nutrition health education by developing and utilising an ICT‐based learning environment using participatory action research. The data were collected by means of recall interviews conducted with 12 teachers, two school health nurses and two school catering managers after the nutrition health project ended. The data were analysed with qualitative content analysis using Atlas.ti software.

The findings regarding the views of the school staff – teachers, school health nurses and school catering managers – on the nutrition health project implemented via an ICT‐based learning environment at the end of the three‐year educational development project revealed five main categories: the basis of multidisciplinary education in nutrition health, motivation to lifelong nutrition health learning, school community support of nutrition health activities, operational ICT culture in the nutrition health project and ICT for the nutrition health project process.

The sample of school staff consisted of two secondary schools in Eastern Finland, and the results cannot be generalised widely due to the small, geographically defined sample. However, the results are suggestive for other schools elsewhere in Finland.

Development of a nutrition health project via an ICT‐based learning environment as a project involves the entire school staff and all the pupils. It also enables renewing of the nutrition health curriculum. Pupils use ICT in their everyday activities, thus the school staffs have to manage and update their knowledge and skills in ICT and new action environments to promote pupils' nutrition health learning today and in the future.

Children's eating habits are influenced by numerous social and individual factors. The present study aimed to evaluate the connection between nutrition knowledge of children and their eating habits as well as their attitudes towards healthy eating habits.

The research study included 630 11-year-old children from 27 randomly selected Slovenian schools. During the research, children attended the sixth grade of the nine-year elementary school and on average were subject to 38.6 h of mandatory nutritional contents, which are planned in the curriculum of home economics. At the end of the school year, nutrition knowledge was checked with a knowledge test consisting of 27 questions. Considering the achieved results, children were classified into three knowledge categories: low, fairly good, and good nutrition knowledge. Children's eating habits were assessed with a food-frequency questionnaire, while the five-degree Likert scale was used to assess their attitudes to healthy eating habits. Differences in children's eating habits and attitudes in reference to the category of knowledge were determined through analysis of variance.

The results demonstrated that children with better nutrition knowledge have healthier eating habits and a more positive attitude towards them than children with poor nutrition knowledge.

The study results demonstrate the link between children's nutrition knowledge and attitudes on the one hand and eating habits on the other which justifies the importance of providing formal and informal nutrition education to children.

The purpose of this study was to examine Finnish seventh‐graders' (13 to 14 years old) nutrition health attitudes, perceptions of skills, reported behaviour and perceptions of families' and friends' nutrition health‐related behaviour.

The research data were collected in a baseline situation through a structured questionnaire presented to seventh‐graders (n=188) in four secondary schools, both rural and urban, in Eastern Finland. Two of the schools were experimental and two were control schools. All schools implemented nutrition health education according to the objectives of the national curriculum for basic education. Additionally, the experimental schools were developing their nutrition health education by using an ICT‐based learning environment.

The results show that seventh‐grade girls had a greater probability to follow healthy eating habits compared to seventh‐grade boys. Parental support had an important role in seventh‐grade adolescents' healthy eating habits and food choices. Additionally, adolescents' own healthy food preparation and choice skills were associated with healthy and versatile eating among seventh‐graders. As expected, no significant differences between the experimental and control schools were found at this baseline situation.

In Finland, strategies and curricula have been developed in schools to encourage children and adolescents to choose a healthy diet and to prepare healthy meals. Having high‐quality school lunches available to all and practical home economics as a school subject are good examples of well‐implemented nutrition health education, which could serve as model for nutrition health promotion worldwide.

The purpose of this paper is to identify the socio‐demographic and health variables of a representative sample of Croatian subjects over 15 years of age associated with reading nutrition labels and, in particular, to examine the association of age characteristics of “label users” with nutrition reading habits.

A total of 1,011 randomly selected subjects over 15 years of age were interviewed by telephone. Moreover, 638 “label users” were recruited for assessing nutrition label habits.

Of the subjects, 36 per cent claimed that they had never, 25 per cent rarely, 19 per cent always and 15 per cent sometimes read nutrition labels. Females, participants with the highest levels of education, still undergoing education, physically active and on special diets claimed that they were more likely to read nutrition labels. Among “label users”, younger participants mentioned “curiosity” as the most important reason for reading nutrition labels, while older participants more often pointed out “wish for healthy eating habits”. “Interpretational aids” were often mentioned among younger participants for easier understanding of nutritional information, while older participants requested “bigger letter size”.

The present study provides a starting point for establishing nutrition education targeted at specific groups of consumers. Research is limited to the subject's self‐reported nutrition label reading. Future research is needed to explore the differences between “label users” and “’non‐users”.

As the study showed, a notable difference exists between younger and older subjects regarding nutrition habits that could help experts toward effective communication. Nevertheless, the study could fill the research gaps in nutrition reading habits of specific groups of consumers in European countries, other than northern Europe.