Food systems in higher education nutrition programs: evidence from a scoping review and a Brazilian case study

ABSTRACT This paper aims to assess the evidence of food systems approaches in higher education Nutrition programs, identify knowledge gaps, and to present a case study from Brazil. We conducted a scoping review following systematic protocols and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. To present practical evidence, we conducted a qualitative, cross-sectional, descriptive study with a national scope in Brazil, using a case study approach and an online crowdsourced mapping. The review identified 23 articles highlighting the need for systematic curriculum changes. Studies are recent and conducted in high-income countries, with a greater focus on curricula than on actual concrete practices. Integrative programs and practical applications in public health, healthcare, and food service with a systemic approach are proposed solutions. Qualitative data suggest incorporating garden-based learning, addressing food systems in internships, and promoting debates on food biodiversity and local producers. The case study identified 15 experiences, primarily extension actions. The results of the case study, based on Brazilian experiences, highlighted key debates on topics such as food security and sovereignty, food systems and sustainability, biodiversity, and planetary health. The methodologies involved integrated practices between disciplines — which are commonly configured in isolation — garden-based learning, and integrated research and extension projects with community participation. We emphasize that transdisciplinary approaches in Nutrition curricula are fundamental, as professionals must be aware of the complexities of the contemporary world, which include the development of sustainable and resilient food systems. This requires a more holistic vision of Nutrition, integrating environmental, social, and economic dimensions to address current and future challenges. Involving faculty and students in these changes is essential for implementing systemic practices.