Developing a Food and Nutrition Curriculum: An Ethnographic Study of Secondary Education Teachers

Abstract

Background: High rates of obesity, diabetes, and malnutrition in United Arab Emirates (UAE) adolescents highlight the need for culturally tailored School Food and Nutrition Education (SFNE) programs to improve nutritional knowledge and promote healthy lifestyles. Purpose: This study examined the challenges teachers face when helping students with non-examination assessments, and the systemic and individual factors that affect their preparedness to the Abu Dhabi SFNE curriculum. Methods: An ethnographic study consisted of interviews with and observations of 29 teachers, complemented by document reviews. Results: Limited time, resources, diverse student learning needs, minimal parental involvement, and socioeconomic disparities are among the challenges teachers face in implementing SFNE. Discussion: We propose strategies for curriculum integration, professional development, and resource allocation. Translation to Health Education Practice: Integrating elements of diverse cuisines and dietary practices from various cultures represented in the UAE will enrich the SFNE curriculum to promote cultural awareness among students