Promoting healthy and sustainable diets in pre-service teachers: assessment of a teaching-learning sequence contextualized at the university garden

Purpose The study aims to introduce a teaching-learning sequence on healthy and sustainable food designed for pre-service teachers and contextualized at a vegetable garden; to assesses it through a mixed methods approach after a pilot implementation in Spain. Design/methodology/approach The sequence was implemented 149 students at two Spanish universities. It was assessed following a PRE/POST scheme by means of open-ended questions, which were qualitatively analysed through content analysis with software MAXQDA; and of two validated quantitative questionnaires, which were statistically analysed through parametric or non-parametric paired tests with SPSS. Findings Instruction positively impacted all dimensions involved in the learning of healthy and sustainable food, including knowledge, attitudes and behaviours, particularly food purchasing and consumption habits. Social implications Young adults are an important population group in the transition towards sustainable food and farming systems. Teachers play a role as change agents. Learning gardens may increase students’ motivation and meaningful learning. Originality/value This study serves as a call to action for the need of innovative educational experiences that contribute to the formation of a sustainable citizenship.