Food and Nutrition Literacy through Formal Education in Iran: A Content Analysis of School Textbooks

Formal education in any society should foster all aspects of students' growth. However, studying the curriculum of the country academic period indicates null food and nutrition. Nutrition, as an essential factor in the health of students, can play an effective role in their academic progress. This study aimed to analyze the content of school textbooks concerning food and nutrition literacy (FNLIT) concept and its components in Iran. Methods: This study is a content analysis of school textbooks during ۲۰۲۰-۲۰۲۱ academic year. All school textbooks published in ۲۰۲۰ for elementary (grades ۱st to ۶th), junior high school (grades ۷th to ۹th), as well as high schools (grades ۱۰th to ۱۲th) were included. Content analysis of the textbooks was conducted based on Krippendorf framework using FNLIT component checklist. The reliability assessment using Holsti method was ۸۵.۲۹% for elementary school textbooks and ۸۴.۷۸% for junior high school and high school textbooks. Results: The cognitive domain of FNLIT had the highest frequency (۹۲%) within the text, images, and practice questions of the elementary school textbooks, followed by very few references regarding the skill domain (۷%). The value-attitude domain was largely unnoticed (۱%). In junior high school textbooks, the total number of FNLIT components was ۴۳۹, of which the cognitive domain of ۳۰۸ (۷۰.۱۶%) had the highest frequency, followed by the skill domain with ۹۶ units (۲۱.۸۶%), while only ۳۵ units were identified regarding the value-attitude domain (۷.۹۷%). In high school textbooks, ۳۴۲ units of analysis were identified, ۸۲.۱۶% of which were related to cognition, ۱۴.۰۳% value-attitude domain, and only ۳.۸۰% were related to the skill domain. Conclusion: Meager attention is given to FNLIT and its components in school textbooks in Iran, especially concerning skill and value-attitude domains.

Keywords:

Content analysis , Literacy , Schools , Textbooks , Iran