Author Information
Boitumelo Patienceworth Motleleng, University of the Free State, South AfricaValentine Ukachukwu Okwara, University of the Free State, South Africa
Abstract
Adolescence is a critical period for establishing lifelong dietary habits (World Health Organization, 2018). School-based Nutrition Education (NE) is a key strategy for improving nutritional knowledge. However, the effectiveness of such education in low- and middle-income countries like South Africa, with its persistent double burden of malnutrition, requires continuous evaluation. This study assessed the level and nature of nutrition knowledge among high school learners and explored its association with grade level, subject exposure, and food group awareness. A cross-sectional survey was conducted with 60 Grade 10–12 learners (50% male, 50% female) from three schools in the Thabo Mofutsanyane District, South Africa. Data were collected using a structured questionnaire, capturing familiarity with core nutritional concepts and exposure to NE. Descriptive statistics (frequencies, percentages, means, standard deviations) and chi-square tests were used for analysis, framed within the Knowledge component of the Knowledge-Attitude-Practice (KAP) model and the theory of planned behaviour. Learners demonstrated high familiarity with the benefits of fruits and vegetables (mean = 4.5 ± 0.7) and risks of excessive fat (mean = 4.2 ± 1.0), but significantly lower knowledge regarding the risks of high carbohydrate consumption (mean = 2.7 ± 1.4). While 83.3% reported receiving NE, exposure was highest in Grade 10 (35%) and primarily through Natural Science and Technology (45%) and Life Sciences (35%). Awareness was universal for fruits & vegetables (100%) but lower for carbohydrates (60%). Learners possess uneven nutrition literacy, with identifiable gaps in understanding macronutrients like carbohydrates. NE delivery is fragmented across subjects and grades. To bridge the knowledge-practice gap, a more structured, comprehensive, and contextually relevant NE curriculum, potentially with standalone status, is recommended to empower adolescents to make informed dietary choices.
Paper Information
Conference: PCE2026Stream: Curriculum Design & Development
This paper is part of the PCE2026 Conference Proceedings (View)
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To cite this article:
Motleleng B., & Okwara V. (2026) From Knowledge to Practice: Assessing Adolescent Learners’ Nutrition Literacy and Its Determinants in South African Schools ISSN: 2758-0962 The Paris Conference on Education 2026: Official Conference Proceedings (pp. 555-567) https://doi.org/10.22492/issn.2758-0962.2026.43
To link to this article: https://doi.org/10.22492/issn.2758-0962.2026.43
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