https://orcid.org/0000-0002-7834-1732
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ABSTRACT
This study evaluated a food system literacy intervention, through participants’ engagement in sustainable eating behaviors, and their perspectives on the intervention. The qualitative study used semi-structured interviews with nine University staff and students which were then thematically analyzed. Sustainable eating behavior, engagement in education and experiences of the course were influenced by the individual’s stage of change in relation to the Transtheoretical Model (TTM). Most participants were in the post-contemplation stages of change prior to joining the intervention and were consequently, already engaged in sustainable eating. They valued the intervention and indicated that it affirmed their existing beliefs and practices.
Disclosure Statement
No potential conflict of interest was reported by the author(s).