The role of sustainable food literacy in the relationship between global climate change awareness and sustainable nutrition behaviours among university students

Purpose The aim of this study is to evaluate the relationship between global climate change awareness and sustainable nutrition behaviours among university students and to examine the mediating role of sustainable food literacy in this relationship. Design/methodology/approach This descriptive and cross-sectional study was conducted with 1228 university students. Data were collected via an online survey comprising a socio-demographic information form, the global climate change awareness scale, the behaviours scale towards sustainable nutrition and the sustainable food literacy scale. Data analysis was performed using the IBM Statistical Package for the Social Sciences Statistics 26.0 and AMOS 24 software packages. Findings The mean age of participants was 22.64 ± 4.49 years. Female students and those studying health sciences had significantly higher mean scores for global climate change awareness, sustainable nutrition behaviours and sustainable food literacy (p < 0.05). Significant positive correlations were found between global climate change awareness, sustainable nutrition behaviours, and sustainable food literacy, with the strongest correlation observed between sustainable nutrition behaviours and sustainable food literacy (r = 0.721; p < 0.01). Sustainable food literacy was found to play a statistically significant mediating role in the relationship between global climate change awareness and sustainable nutrition behaviours (β = 0.353; p < 0.001). Research limitations/implications The first limitation stems from the cross-sectional design of the research. This design does not allow for causal inferences. Longitudinal studies are needed to examine the direction and dynamics of the relationships. The second limitation is the use of self-reporting as the data collection method. This method carries a risk of bias and may limit the reliability of the results. Practical implications Raising awareness alone is insufficient to drive sustainable eating behaviours. Interventions should embed sustainable food literacy to translate knowledge into action by developing practical skills such as label reading, sustainable meal planning and responsible cooking. Equipping individuals with these competencies can increase both the effectiveness and sustainability of behavioural change programmes. Social implications Creating supportive environments that link awareness to action is essential. Collaboration between educational institutions, communities and policymakers is needed to integrate sustainable food literacy into wider strategies. Empowering individuals with the skills and confidence to make sustainable choices can foster healthier diets, reduce food waste and advance environmentally responsible food systems. Originality/value This study is among the first to examine the mediating role of sustainable food literacy in the link between climate change awareness and sustainable eating behaviours. By focusing on university students, it highlights a critical population group and provides evidence that contributes to both the academic literature and the design of effective educational and policy strategies for sustainable lifestyles.