Sustainable Food Systems and Planetary Health Education for nutritionists and dietitians: prioritising curriculum concepts with Q methodology

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 identified and prioritised 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.
Methodology: 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 and practical implications: 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.