Articles written by
Suzanne Piscopo
The Development, Implementation and Evaluation of a Culinary and Nutrition Education Programme
This study involved the development, implementation and evaluation of the InSajru Aħjar, Nieklu Aħjar (Cooking Better, Eating Better) SANA programme, a six-week experiential culinary and nutrition education intervention designed to support adults transitioning from structured obesity treatment to independent living. A mixed-methods randomised-control trial was conducted in Malta, with an intervention group (IG, n=12) and a control group (CG, n=9). Pre-post questionnaires assessed cooking and nutrition knowledge, food preparation practices, self-efficacy, self-control and the home food environment. Focus group discussions provided greater insights. Compared with the CG, IG participants demonstrated statistically significant improvements in healthy food preparation and cooking knowledge (p = .002), food preparation, cooking and eating practices (p = .02), shopping self-efficacy (p = .016), cooking self-efficacy (p = .007), self-control in healthy eating behaviours (p = .004) and availability of prepared vegetables ready for consumption (p < .022). Gains were also observed in specific behaviours, including meal planning, preparing meals from basic ingredients, avoiding highly processed foods and consuming vegetables and fruit more regularly. Qualitative findings highlighted increased confidence in food choice, improved cooking skills and enjoyment of healthy food preparation. Despite persistent barriers, such as emotional eating, food costs and family preferences, the SANA programme effectively enhanced food literacy, self-efficacy and sustainable healthy eating practices.
Review, Rethink, Renew: Educators’ Perspectives on Home Economics as a School Subject in Malta
Home Economics (HE) education is increasingly recognised as a vehicle for promoting wellbeing, sustainability, responsible citizenship and the practical competencies required for everyday life. This study explored Maltese HE educators’ perspectives on the relevance, employability preparation, status, curriculum content, pedagogical approaches and future direction of HE education within the context of contemporary societal challenges and the OECD’s Education for Human Flourishing framework. An online survey was conducted with 34 HE educators, including practising teachers and student teachers. Quantitative data were analysed using descriptive statistics, while qualitative responses underwent thematic analysis. Findings revealed strong consensus regarding the relevance of HE education to both the current and future needs of learners, particularly in relation to health, nutrition, financial literacy, consumer education, sustainability and family wellbeing. Educators favoured active, experiential and inquiry-based pedagogies, but identified curriculum overload, limited resources and persistent misconceptions about the subject as significant challenges. Although respondents viewed HE as highly valuable, they perceived its status within schools and Maltese society as relatively low. They advocated for curriculum renewal through updated content addressing food literacy, mental wellbeing, digital literacy, sustainability and adult life skills, alongside increased opportunities for practical learning. The study proposes a teacher-informed roadmap for renewing HE education in Malta through curriculum innovation, structural support, policy advocacy, enhanced marketing and alignment with broader educational goals centred on human and planetary flourishing.