Prospective Science Teachers´ Conceptions of Sustainable Nutrition

Abstract

In the light of increasing pressure on natural resources, growing social inequalities, and enhancing health problems, the concept of sustainable nutrition is becoming increasingly important to overcome several of these challenges. It combines ecological compatibility with social justice and health benefits and thus represents an essential component of sustainable development. Education plays a decisive role in promoting a profound understanding of these complex interrelationships and developing skills for sustainable behavior. This study explores prospective science teachers’ understanding of sustainable nutrition through qualitative analysis of individual interviews (n = 15). The findings reveal while nearly all respondents referred to ecological, social, and economic aspects, the health-related and cultural dimensions were considered less frequently. Accordingly, prospective science teachers demonstrated a multi-perspective mindset to sustainable nutrition but did not integrate all perspectives relevant to profound teaching or decision-making. Sustainable nutrition is mostly associated with the concepts of regionality, a meat-free diet, and higher prices. Although students showed an awareness of the complexity of sustainable nutrition, the 28 mentioned sub-concepts were often used in an undifferentiated manner. Critical gaps in knowledge remain, such as an egocentric view instead of global thinking. These insights highlight the need for subject-specific content and interdisciplinary approaches in higher education on sustainable topics.