Domestic cooking education programs are typically designed to improve an individual’s food and cooking skills, although not necessarily diet quality. Currently, there are no comprehensive models to guide the planning, implementation and evaluation of domestic cooking education programs that focus on improving diet and health. Our aim was to address this through development of the Cooking Education (“Cook-EdTM”) model, using the PRECEDE-PROCEED model as the underlying Cook-EdTM framework. A review of the food and cooking skills education literature informed the content of the Cook-EdTM model. Cook-EdTM was critiqued by experts in consumer behaviour, cooking and nutrition education research and education until consensus on model content and format was reached. Cook-EdTM leads cooking program developers through eight distinct stages, engaging key stakeholders in a co-design process from the outset to tailor programs to address the need of individuals and inform the development of program content, program delivery, and evaluation. A Cook-EdTM scenario applied in practice is described. The proposed Cook-EdTM model has potential to be adapted for use in domestic cooking education programs delivered in clinical, community, school or research settings. Further research will establish Cook-EdTM’s utility in enhancing program development and in improving food and cooking skills, dietary patterns and health outcomes.

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Background Traditional food marketing, mostly involving advertisement of nutrient poor and energy dense foods, has the effect of enhancing attitudes, preferences, and increasing intake of marketed foods in adolescents, with detrimental consequences for health. While the use of social media applications in adolescents has proliferated, little is known about the content of food promotions within these applications. The aim of this study was to investigate adolescents’ exposure to and evaluation of social media food promotions (SMFPs). Methods Australian adolescents aged 13–16 years joined one-on-one Zoom meetings with the researcher on the device they normally used for social media. Participants shared their screen and visited up to three of their favourite social media platforms for 10 min each, during which the researcher pointed out examples of SMFPs to participants. Next, participants answered questions about their awareness and appreciation of SMFPs. Screenshots of SMFPs were de-identified and analysed. Results The study included 35 adolescents aged 14.4 (± 1.2) years (boys: n = 18; girls: n = 17). Instagram, Snapchat and YouTube were the most favoured social media platforms. During a total of 1000 min of viewing time, 1801 unbranded (n = 1221) and branded (n = 580) SMFPs were identified. Participants viewed a median rate (IQR) of 12.0 (6.3–20) SMFPs per 10 min, with a median rate of 6.0 (3–11) non-core SMFPs per 10 min. A majority of SMFPs (62%) were embedded into celebrity influencer or entertaining content (e.g., vlogs, cooking videos, streamed TV content). In total, 60% of the participants said they had sometimes, rarely or never noticed the SMFPs pointed out by the researcher themselves. Participants largely remembered non-core foods or brands (77%). Almost half (49%) of participants liked SMFPs, while only 6% disliked them. Conclusions This study contributes to a relatively unexplored research area. The outcomes show adolescents’ SMFP exposure mostly concerns unhealthy foods, shown in advertisements and other food-related posts, which are integrated into a wide variety of entertainment that is appreciated by adolescents. The results emphasise the need for more research on SMFPs, with particular focus on the impact on adolescent dietary behaviours, and clearer definitions and stricter regulations regarding adolescent-targeted social media food marketing.

Culinary education programs are generally designed to improve participants’ food and cooking skills, with or without consideration to influencing diet quality or health. No published methods exist to guide food and cooking skills’ content priorities within culinary education programs that target improved diet quality and health. To address this gap, an international team of cooking and nutrition education experts developed the Cooking Education (Cook-EdTM) matrix. International food-based dietary guidelines were reviewed to determine common food groups. A six-section matrix was drafted including skill focus points for: (1) Kitchen safety, (2) Food safety, (3) General food skills, (4) Food group specific food skills, (5) General cooking skills, (6) Food group specific cooking skills. A modified e-Delphi method with three consultation rounds was used to reach consensus on the Cook-EdTM matrix structure, skill focus points included, and their order. The final Cook-EdTM matrix includes 117 skill focus points. The matrix guides program providers in selecting the most suitable skills to consider for their programs to improve dietary and health outcomes, while considering available resources, participant needs, and sustainable nutrition principles. Users can adapt the Cook-EdTM matrix to regional food-based dietary guidelines and food cultures.