Nashar Nashar, Nana Supriatna, Kokom Komalasari, Dadang Sundawa
Unsustainable food production and consumption are major drivers of food insecurity, with long-term implications for global sustainability. Despite the growing need for food sustainability education, there is limited literature addressing its development in school curricula. This study aims to evaluate and map trends in food sustainability education research in schools, using Scopus-indexed journals from 1998 to 2024. The findings reveal a marked increase in publications post-2014, highlighting the growing academic interest in this field. The United States made the most significant contribution, with 58 publications accounting for 33% of total citations, followed by the United Kingdom (30 publications, 9% of citations), and Australia (23 publications, 12% of citations). Sustainability (Switzerland, Q1, SJR 0.7) published the highest number of articles, totaling 24 publications and 466 citations, making it the most cited source in the field. Keyword analysis identified key themes such as “sustainability,” “education for sustainable development,” and “nutrition,” while hot topics included the integration of sustainability into school curricula and the role of student engagement in food systems. Despite rapid growth in research, international collaboration remains insufficient, highlighting the need for stronger global partnerships to address food sustainability challenges. This study underscores the importance of incorporating food sustainability education in schools to contribute to achieving the United Nations Sustainable Development Goals (SDGs). Copyright ©2025 ISEKI-Food Association (IFA)
Universitas Sultan Ageng Tirtayasa, Banten, Serang, Indonesia; Universitas Pendidikan Indonesia, West Java, Bandung, Indonesia
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