Needs-Based Development of an Experiential Food and Nutrition Education Curriculum for Middle School Students in Pakistan
Copyright © 2026 Hira Aamir, Nasreen Kausar, Muhammad Ahmad
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Background: Nutrition education constitutes an essential component of the formal learning experiences provided to children and adolescents within school settings. Notwithstanding its recognized importance, a substantial gap persists in the breadth, depth, and pedagogical quality of nutritional content currently integrated into school curricula, necessitating a comprehensive and evidence-informed curricular response.
Aims: This study aimed to develop a contextually appropriate food and nutrition education curriculum for middle school students in Pakistan. The formulated curriculum was designed to incorporate active, experiential, and participatory learning methodologies; to address not only theoretical knowledge but also practical competencies and life skills; to align with the developmental and cognitive characteristics of the target age group; and to reflect the prevailing cultural and dietary context of Pakistani society.
Methods: A systematic needs assessment was conducted prior to curriculum development. Data were collected from two private schools selected through purposive sampling yielding a total sample of 170 students enrolled in Grades 6, 7, and 8. Structured pre-validated questionnaires were administered to students to assess nutritional knowledge and perceived learning needs, while a standardized observation checklist was employed by the research team to evaluate the content and pedagogical orientation of the schools' existing nutrition curricula.
Results: Nutritional knowledge scores among the adolescent participants were found to be markedly low, with a mean score of 23.10 ± 5.24 out of a possible 50 points. Notable deficiencies were identified in key practical and life skills, including the ability to compare food items on the basis of nutritional labeling (reported by 45.3% of respondents) and participation in food-related tasks within the household setting (39.4%). Furthermore, 35.3% of respondents expressed dissatisfaction towards the current food and nutrition content delivered in their schools. Nevertheless, a considerable proportion of students recognized the intrinsic value of nutrition as an informative discipline (51.8%), endorsed the compulsory inclusion of nutrition education in the school curriculum (41.2%), advocated for the integration of practical work into assignments (55.3%), and and expressed a preference for active, participatory engagement during instructional sessions (53.6%). Evaluation of the existing curricula revealed critically limited nutrition content, with only two (2) of the eight (8) internationally recommended core topics receiving partial coverage, and an overall orientation toward theoretical rather than applied learning.
Conclusions: The findings collectively demonstrate a substantial and multidimensional need for comprehensive food and nutrition education among Pakistani adolescents, including the acquisition of relevant practical competencies, critical life skills, and a reformed curricular framework. In response to these identified needs, a structured curriculum book was developed, comprising eight (8) major topics and 22 subtopics, each systematically allocated to a designated grade level within the middle school continuum.
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How to Cite
Amjad, A., Khan, A. U., Khattak, S., Khalid, S., & Abid, A. (2022). Assessment of eating behaviors and nutritional status of adolescents: a school-based cross-sectional study conducted in Lahore, Pakistan. BioScientific Review, 4(4), 101-113. https://doi.org/10.32350/bsr.44.06
Carraway‐Stage, V., Hovland, J., Showers, C., Díaz, S., & Duffrin, M. W. (2015). Food‐based science curriculum yields gains in nutrition knowledge. Journal of School Health, 85(4), 231-240. https://doi.org/10.1111/josh.12243
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Contento, I. R., Randell, J. S., & Basch, C. E. (2002). Review and analysis of evaluation measures used in nutrition education intervention research. Journal of Nutrition Education and Behavior, 34(1), 2-25. https://doi.org/10.1016/s1499-4046(06)60220-0
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