Sustainable food systems and planetary health education for nutritionists and dietitians: prioritising curriculum concepts with Q methodology

Purpose The global food system is undermining human and planetary health. Urgent transdisciplinary action is required among food sy tem stakeholders equipped to address complex challenges. This study aims to identify and prioritise curriculum concepts for tertiary education, with the aim of preparing entry-level nutritionists and dietitians to contribute to sustainable food systems and planetary health within their practice. Design/methodology/approach A mixed-methods Q study was conducted. Curriculum concepts were identified from literature and an online survey (n 84, 23 countries), then prioritised by workshop participants (n 43, 11 countries) based on relevance for entry-level nutritionists and dietitians. Participants reflected on their decision-making process using a post-workshop survey. Data were analysed using by-person factor analysis, resulting in a three-factor solution. Findings Three distinct viewpoints were identified; Viewpoint 1: Start with core concepts; Viewpoint 2: Prioritise diverse knowledges and social justice; and Viewpoint 3: Develop soft skills to address systemic challenges. Consensus was achieved regarding the relevance of some curriculum concepts; respect for diverse knowledges and cultures was considered highly relevant, while Policy and Food Industry were considered less relevant for entry-level practice. Originality/value Q methodology enabled structured exploration of international perspectives among diverse food systems stakeholders, both within and outside the disciplinary field of nutrition and dietetics. The results offer discipline-specific guidance to inform a curriculum framework for tertiary educators. Such purpose-driven education can equip nutritionists and dietitians to contribute to sustainable food systems and planetary health for current and future generations.