Evaluating the effects of traditional food knowledge integration in nutrition education on adolescent food preferences in Uyui-Rural Tabora, Tanzania
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Date
2026
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Publisher
AQUADEMIA
Abstract
This quasi-experimental study evaluated the effects of integrating traditional food knowledge into nutrition
education on adolescent food preferences in rural Tabora, Tanzania. The study was conducted between August
and October 2024, involving 271 form two and form three students from four rural secondary schools: Idete, Ibiri,
Ndono, and Mabama. Idete and Ibiri served as the experimental group and received an eight-week intervention
delivered by trained research assistants, focusing on traditional food knowledge, preparation, and cultural
relevance. A food preference questionnaire was administered pre- and post-intervention, and post-test focus
group discussions (FGDs) and classroom observations were also conducted. Quantitative analysis revealed a
significant improvement in food preferences among the experimental group (mean post-test score = 4.10)
compared to the control group (mean = 3.01), with a p-value < 0.001. Thematic analysis of FGDs indicated
increased appreciation for traditional foods, intergenerational knowledge sharing, and greater interest in
traditional food preparation. Observation checklists confirmed high levels of engagement and participation
during sessions. Findings suggest that integrating culturally relevant traditional food education enhances
adolescents’ food preferences and engagement in rural contexts. The study supports the incorporation of
indigenous knowledge into nutrition curricula to promote healthier eating habits and preserve food heritage
among youth in Tanzania and similar settings.
Description
Journal article
Keywords
Traditional food knowledge, Nutrition education, Adolescent food preferences, Indigenous foods, Food culture, Dietary behavior, Food systems preservation
Citation
https://doi.org/10.29333/aquademia/17843