FIT4FOOD2030: Future‐proofing Europe’s Food Systems with Tools for Transformation and a Sustainable Food Systems Network

Baungaard, Cathrine; Kok, Kristiaan P.W.; Boer, Alanya C.L. den; Brierley, Chrissie; Meij, M.G. van der; Gjefsen, Mads Dahl; Wenink, Jolien; Wagner-Luptacik, Petra; Gemen, Raymond; Regeer, B.J.; Broerse, Jacqueline E. W.

doi:10.1111/nbu.12502

Cited by 5 publications

(3 citation statements)

References 34 publications

(51 reference statements)

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“…They found an increase in SD knowledge, which was not reflected in their intended behaviour. However, there are many more competences that are required for more holistic sustainability competent nutrition professionals, such as nonlinear thinking, developing critical perspectives on food, health and sustainability, collaboration of multidisciplinary teams, openness to non‐traditional knowledge (Carlsson, Callaghan et al., 2019), as well as other skills such as collaboration with non‐traditional stakeholders (Baungaard et al., 2021) and the ability to adopt different roles (Den Boer et al., 2021).…”

Section: Discussionmentioning

confidence: 99%

Understanding nutrition students' knowledge, perceived barriers and their views on the future role of nutritionists regarding sustainable diets

Baungaard,

Lane,

Richardson

2023

Nutrition Bulletin

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Nutrition professionals are important stakeholders in sustainable food systems with skills to promote the connection between health, food production, environment, culture and economics. Higher education institutions are increasingly recognising the importance of teaching about sustainability, yet there exists a gap in the literature detailing the awareness of sustainability issues by nutrition students. This study aimed to ascertain the level of knowledge of sustainable diets (SDs), the perceived barriers to their adoption in their own diets, students' experience of university‐based teaching about SDs and their views on the future role of the nutrition profession in relation to SD amongst nutrition students on Association for Nutrition (AfN)‐accredited degrees. The study assessed environmental and sustainable food literacy (SFL) through an online questionnaire and explored the issues in more detail in virtual or face‐to‐face interviews in 2019. Quantitative data were analysed using descriptive statistics (Kruskal‐Wallis, Jonckheere‐Terpstra, independent t‐test, Spearman, Pearson Correlations). Qualitative data were analysed using the Braun and Clark (2006) six‐step approach to thematic analysis. The questionnaire responses (n = 51) represented 17 AfN‐accredited undergraduate courses (35% of AfN‐accredited universities in 2019). The majority (76%) of students had received an introduction, partaken in a module or received teaching on SDs throughout their whole degree. Students were predominantly environmentally literate, yet had a fragmented understanding of SDs, focusing on the environmental aspects of SDs. There was no correlation between SFL and reported sustainability content of university courses, highlighting a need for more effective teaching on sustainability topics. Additionally, no relationship between self‐reported diet intake and SFL was found. Students identified a lack of knowledge and education as barriers preventing them from adopting sustainable practices in the present and future. To integrate sustainability into their future practice more consistently and effectively, nutrition students require more structured, holistic sustainability education and knowledge.

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Section: Discussionmentioning

confidence: 99%

Understanding nutrition students' knowledge, perceived barriers and their views on the future role of nutritionists regarding sustainable diets

Baungaard,

Lane,

Richardson

2023

Nutrition Bulletin

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“…FIT4FOOD2030 exemplifies the fuzzy boundaries between the concepts as its stated aim is to contribute to a sustainability transformation (Baungaard et al 2021), even as it targets the more narrowly defined subsystems of food and research and innovation (R&I). In this respect, FIT4FOOD2030 might be more accurately described as a transition project.…”

Section: Sustainability Transitions Vs Sustainability Transformationsmentioning

confidence: 99%

“…A training session typically involved a meeting over 2 days, including lectures, workshops, and interactive exercises as well as informal breaks and a joint dinner. Second, various forms of printed or web-based learning resources were developed by project partners, for instance, playful card games on trends and breakthroughs in the food system, or manuals and tools for workshops (Baungaard et al 2021). Finally, a Dynamic Learning Agenda (DLA) (van Veen et al 2014) was set up to further enhance the coordinators' learning.…”

Section: Casementioning

confidence: 99%

Learning systems and learning paths in sustainability transitions

Svare¹,

Gjefsen²,

Boer³

et al. 2023

E&S

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Scholars have stressed the need to better understand the role of learning in sustainability transitions. Even though progress has been made, there is a call for more research, both in the form of large-scale empirical studies and theoretical clarity. Based on pragmatic learning theory, this paper responds to this call by presenting the results of an empirical study on learning within the context of a European large-scale multi-level transition-oriented sustainability project. Following the empirical analysis of the learning in this project, the concept of a learning system is proposed as a theoretical innovation, and the question of how to most effectively facilitate learning in sustainability transitions is rephrased as how such a learning system is best designed. Moreover, the term "learning path" is introduced to describe how individuals or groups maneuver within a learning system. We argue that to understand this maneuvering, the focus needs to be directed at the perceived learning needs of the actors relative to the challenges they are experiencing. Finally, the article discusses how to improve learning in sustainability transition projects and points to the potential value of using the concepts of learning systems and learning paths in doing so.

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Unraveling the politics of ‘doing inclusion’ in transdisciplinarity for sustainable transformation

et al. 2021

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Transdisciplinary research and innovation (R&I) efforts have emerged as a means to address challenges to sustainable transformation. One of the main elements of transdisciplinary efforts is the ‘inclusion’ of different stakeholders, values and perspectives in participatory R&I processes. In practice, however, ‘doing inclusion’ raises a number of challenges. In this article, we aim to contribute to re-politicizing inclusion in transdisciplinarity for transformation, by (1) empirically unraveling four key challenges that emerge in the political practice of ‘doing inclusion’, (2) illustrating how facilitators of inclusion processes perform balancing acts when confronted with these challenges, and (3) reflecting on what the unfolding dynamics suggests about the politics of stakeholder inclusion for societal transformation. In doing so, we analyze the transdisciplinary FIT4FOOD2030 project (2017–2020)—an EU-funded project that aimed to contribute to fostering EU R&I systems’ ability to catalyze food system transformation through stakeholder engagement in 25 Living Labs. Based on 3 years of action-research (including interviews, workshops and field observations), we identified four inherent political challenges to ‘doing inclusion’ in FIT4FOOD2030: (1) the challenge to meaningfully bring together powerful and marginalized stakeholders; (2) combining representation and deliberation of different stakeholder groups; (3) balancing diversities of inclusion with directionalities implied by transformative efforts; and (4) navigating the complexities of establishing boundaries of inclusion processes. We argue that by understanding ‘doing inclusion’ as a political practice, necessitating specificity about the (normative) ambitions in different inclusion settings, facilitators may better grasp and address challenges in transdisciplinarity for transformation.

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FIT4FOOD2030: Future‐proofing Europe’s Food Systems with Tools for Transformation and a Sustainable Food Systems Network

Cited by 5 publications

References 34 publications

Understanding nutrition students' knowledge, perceived barriers and their views on the future role of nutritionists regarding sustainable diets

Understanding nutrition students' knowledge, perceived barriers and their views on the future role of nutritionists regarding sustainable diets

Learning systems and learning paths in sustainability transitions

Unraveling the politics of ‘doing inclusion’ in transdisciplinarity for sustainable transformation

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