Extent of Food and Nutrition Literacy Considerations in Primary School Curriculum and Textbooks

Background and Objectives: The aim of this study was to analyze contents of Grades 1–6 textbooks in Iran, regarding food and nutrition literacy domains and their components.  Materials & Methods: This study included content analysis of primary school textbooks (Grades 1–6) in 2019–2020 academic year. Analysis included all pages of 41 books of primary schools (4878 pages). Data collection was carried out using checklists comprised of three principal domains of food and nutrition literacy, including cognitive, skill and value-attitude as well as their components. The research tool reliability was assessed based on the agreement rate between the two coders, using Holsti method. The reliability assessment was 85.29%. Results: Of all the food and nutrition literacy components in the books, 92% were related to the cognitive domain whereas 8% belonged to the skill domain of food and nutrition literacy. The value-attitude domain, including nutritional tendency, nutritional health values and cultural and social issues related to foods were mostly missing. Critical factors of food and nutrition literacy in primary school curriculum included media literacy, skills linked to food label analysis, and interactive and critical food and nutrition skills. Conclusion: In conclusion, revision of the textbook contents and curriculums is necessary to ensure that they provide acceptable levels of food and nutrition-linked skills, promoting positive attitudes of healthy eating.