Sustainable food systems education in nutrition and dietetics: an appraisal of the tertiary landscape in multiple countries

A content analysis of course descriptions from program websites was conducted between 2021
and 2022. Courses were reviewed, analyzed, and evaluated using a novel sustainability metric.
Despite a growing awareness of the gap between professional expectations and competence,
there has been no comprehensive appraisal of sustainable food systems (SFS) education within
dietetics and nutrition programs to date. Dietitians and nutritionists play important roles in
promoting sustainability yet many perceive themselves to be inadequately trained. This project
explored how, and to what degree, SFS education is incorporated into accredited nutrition and
dietetics programs in the United Kingdom, Australia, and Canada. SFS is integrated into the
education environment of some, but not all, dietetics and nutrition programs to varying degrees
(no, partial, and full). Partial and full integration was present in a small percentage of courses,
with a larger percentage in nutrition programs. SFS education was offered more often through a
single unit than a dedicated course. Twelve best practice examples of courses dedicated to SFS
were identified. In the UK, their focus was nutrition and diet, contrasting food and food systems
in Australia and Canada. These findings provide insight into SFS education for professional
societies, instructors, and program directors. Through intentional curricular design
considerations supported by this study, program leads can take small, conscious
reorganizational steps to integrate SFS. This study offers a sound methodology to initiate and
benchmark further assessment and a novel approach for other professions looking to equip their
future workforce through SFS education