Background and Objectives: Food and nutrition have an important role in human health, specially in children and adolescents. In this regard, the importance of knowledge and skills for healthier food choices is will accepted. Therefore, assessing the information sources and educational materials available to the public, particularly the textbooks used in formal education at the national level is of great importance. The purpose of this study was to investigate the frequency of food and nutrition literacy (FNL) components in high school textbooks in Iran.
Materials & Methods: The study was based on content analysis. The study population included all high schools (grades 7 to 9) with a total of 33 books. Therefore, the sample size comprised 4499 pages and their content was analyzed using a FNL component checklist. Validity of the tool was confirmed by referring to relevant scientific literature, as well as the views of experts from the fields of nutrition and curriculum design. The reliability of the research tool was assessed based on the agreement rate between the two coders, using Holst method, which was 84.88%.
Results: The total number of FNL components in the three domains of cognitive, skill and value in the text, images and questions of the studies textbooks was 439, of which the cognitive domain of FNL with 308 units (70.16%) had the highest frequency. Then skill domain with 96 units (21.86%) was the second frequent area, while the value-attitude domain of FNL had the lowest frequency: 35 units (7.97%).
Conclusion: Very low attention given to FNL and its components in the text, images and questions of high school textbooks, especially with regard to skill and value-attitude domains and high instrumental application of food and nutrition concepts call the need for re-evaluation of the textbooks. Based on the results, there is a need to revise the content of these textbooks to ensure proper coverage of FNL main issues for adolescents.