Co-designing Subject-Integrated Food Education with Early Primary School Teachers
DOI:
https://doi.org/10.63310/edu.2025.4.60037Keywords:
co-design, food education, primary school, subject integration, sustainable food choicesAbstract
Food education is essential for promoting consumer awareness and sustainable food choices, and for supporting health equity. Yet it remains largely absent in Swedish primary schools (ages 6–11), revealing a noteworthy knowledge and practice gap. This study explores key elements in a co-design process for developing subject-integrated food education in collaboration with early primary school teachers. The research question guiding the study was: What elements are considered significant in the co-design process when using food as a pedagogical tool in primary school? A co-design case study approach was adopted, involving collaboration between primary school teachers and researchers to develop subject-integrated food education. Data were collected through interviews, questionnaires, observations, and field notes. Five significant elements emerged: (1) “creating space for food education”, (2) “igniting inspiration and fostering collective creativity”, (3) “engaging in collaborative thinking to strengthen and motivate”, (4) “addressing food-related questions”, and (5) “navigating the practical boundaries between creativity and collaboration.” The findings highlight that successful implementation of subject-integrated food education in early primary education depends on teachers’ knowledge and skills in food education, their recognition of the value of collaborative engagement, and the support of a food education facilitator. This study contributes to understanding how co-design can advance sustainable and health-oriented education in early primary education.
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