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The Impact of Experiential Learning Using an Indoor Aquaponic System on Nutrition Students' Sustainable Food
Isabelle Crowe1, Karen E Charlton1, Anne-Therese McMahon1
1School of Medical, Indigenous and Health Sciences, Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, New South Wales, Australia.
Aims:
Nutrition and dietetics students are future change agents for sustainable food systems, yet sustainability education remains limited in university curricula. This study evaluated the impact of an experiential learning activity using an indoor aquaponic system on students' knowledge, attitudes and behavioural intentions towards sustainable diets.
Methods:
An embedded mixed methods pre-post survey captured baseline data on students' sustainable diet knowledge, attitudes and behaviours, alongside diet quality (using the Australian Recommended Food Score). Students then participated in an interactive experiential learning activity involving an indoor aquaponic system. Post-activity surveys assessed changes in knowledge and behaviour intentions, as well as perceptions of the learning experience. Quantitative data were analysed using chi-square tests, regression and McNemar-Bowker tests; qualitative responses were thematically analysed.
Results:
At baseline, students (n = 58, 87.9% female) reported limited knowledge of local food systems, though most valued sustainable food practices. Students who placed high importance on sustainable diets were significantly more likely to engage in sustainable dietary behaviours. Diet quality was significantly higher among students who grew their own food, bought locally or purchased seasonal produce (all p < 0.05). Participation in the experiential learning activity significantly improved students' self-reported knowledge of local food systems (p < 0.001) and increased their intentions towards buying locally-grown (57.9% to 86.8%, p < 0.001) and growing food (36.8% to 78.9%, p < 0.001). Thematic analysis highlighted students' increased awareness of sustainability complexity, their role as nutrition professionals and the importance of curriculum integration.
Conclusion:
Experiential learning with an indoor aquaponic system enhanced students' knowledge and intentions related to sustainable diets. Students who engaged in sustainable behaviours had significantly higher diet quality, highlighting the potential dual benefit of curriculum integration. Embedding sustainability-focused learning in nutrition curricula may better prepare students to lead change in food systems.
