(P24-067-23) The Effectiveness of Campus-Based Food Literacy Program Among Korean University Students

Objectives: The purpose of this study is to evaluate the effectiveness of campus-based pilot programs on food literacy (FL) for university students, and provide a basis for future policy and intervention development.

Methods: This study was conducted from June 2022 to January 2023, with 42 students in the intervention group and 50 students in the control grouping. The intervention materials and components were designed based on the previous formative research in the setting. The intervention group received 15 weeks of FL programs including cooking class, a field trip to a local farm, in addition to in-class group discussions, individual food diary entries. Both the intervention and control groups completed survey questionnaires on 33 FL questions, along with food intake habits and basic socio-demographic factors. A total of 87 participants completed all questionnaires (intervention group: 42; control group: 45). After completion of the intervention, qualitative interviews were conducted with the participants to assess their satisfaction level and acquire future program suggestions. All the statistical analyses were performed using Stata/SE 17.0 version.

Results: Successful in improving participants’ overall FL scores(p=0.015), as well as their socio-ecological aspects of FL (p < 0.001) and knowledge (p < 0.001), as indicated by paired t-tests. However, the regression model comparing the intervention group to the control group did not show statistically significant differences between pre- and post-intervention FL measurements, except for a marginal improvement in knowledge scores in the intervention group (p=0.054). Post-intervention interviews with participants indicated a positive response to the intervention, with participants reporting increased knowledge and awareness of FL. However, the one-semester intervention was not sufficient to produce significant changes in participants’ actual FL practices.

Conclusions: It is necessary to understand which intervention components were successful in improving students’ FL and which were not. In addition, new intervention strategies which effectively modify students’ living environments should be considered for future programs.

Funding Sources: This research was supported by Basic Science Research Program through the National Research Foundation of Korea funded by the Ministry of Education.