Students’ food-related knowledge and skills have the potential to influence their food choices and, consequently, their health and well-being over time. In Sweden, education related to sustainable food choices is traditionally addressed in the later years of primary school, whereas formal home economics education begins in grade six (students aged 12 years). However, younger students in early primary school already seem to have food-related questions and reflections. The aim of the present thesis is to explore how food can be utilized as a pedagogical tool in early primary school through a co-design process of subject-integrated food education, promoting students’ food-related learning. This doctoral thesis explores co-designed subject-integrated food education from multiple perspectives, including teachers’ initial perceptions of subject-integrated food education, the co-design process, and the implemented teaching practices from both teaching and learning perspectives. The overall methodological approach of the research was a qualitative case study. A co-design process was employed to explore, design, implement, and evaluate subject-integrated food education in early primary school (students aged 6–9 years). The research is informed by a sociocultural perspective that frames the theoretical approach and analysis. Data were collected using questionnaires, interviews, participant observations, and field notes from co-design sessions and classroom observations. The findings reveal the importance of a food-supportive school culture characterized by an organizational structure that facilitates collaboration among school staff and provides time for planning food-related learning activities. Teachers’ food education knowledge and skills, as well as the facilitation of subject-integrated food education, emerged as crucial factors. The findings further highlighted food as a familiar, tangible, and experience-generating pedagogical tool that supported both learning about food and learning through food, thereby facilitating students’ food-related learning. The use of food as a pedagogical tool also encouraged food-related communication, the structuring of information, and the observation of the visual characteristics of fruits and vegetables. Furthermore, exploratory, collaborative, and non-negotiable food-related learning moments were identified during the learning process. These findings highlight the importance of a skilled food educator who recognizes and responds to students’ food-related initiatives and who aligns their teaching methodology with students’ playful interests and levels of knowledge. In conclusion, subject-integrated food education in early primary school benefits from organizational support from school management, collaborative practices, and institutional and educator expertise in food-related knowledge and skills. The findings have implications for teacher education and school management, emphasizing the need for professional knowledge and organizational structures that support subject-integrated food education from an early age.

Students’ food-related knowledge and skills have the potential to influence their food choices and, consequently, their health and well-being over time. In Sweden, education related to sustainable food choices is traditionally addressed in the later years of primary school, whereas formal home economics education begins in grade six (students aged 12 years). However, younger students in early primary school already seem to have food-related questions and reflections. The aim of the present thesis is to explore how food can be utilized as a pedagogical tool in early primary school through a co-design process of subject-integrated food education, promoting students’ food-related learning. This doctoral thesis explores co-designed subject-integrated food education from multiple perspectives, including teachers’ initial perceptions of subject-integrated food education, the co-design process, and the implemented teaching practices from both teaching and learning perspectives. The overall methodological approach of the research was a qualitative case study. A co-design process was employed to explore, design, implement, and evaluate subject-integrated food education in early primary school (students aged 6–9 years). The research is informed by a sociocultural perspective that frames the theoretical approach and analysis. Data were collected using questionnaires, interviews, participant observations, and field notes from co-design sessions and classroom observations. The findings reveal the importance of a food-supportive school culture characterized by an organizational structure that facilitates collaboration among school staff and provides time for planning food-related learning activities. Teachers’ food education knowledge and skills, as well as the facilitation of subject-integrated food education, emerged as crucial factors. The findings further highlighted food as a familiar, tangible, and experience-generating pedagogical tool that supported both learning about food and learning through food, thereby facilitating students’ food-related learning. The use of food as a pedagogical tool also encouraged food-related communication, the structuring of information, and the observation of the visual characteristics of fruits and vegetables. Furthermore, exploratory, collaborative, and non-negotiable food-related learning moments were identified during the learning process. These findings highlight the importance of a skilled food educator who recognizes and responds to students’ food-related initiatives and who aligns their teaching methodology with students’ playful interests and levels of knowledge. In conclusion, subject-integrated food education in early primary school benefits from organizational support from school management, collaborative practices, and institutional and educator expertise in food-related knowledge and skills. The findings have implications for teacher education and school management, emphasizing the need for professional knowledge and organizational structures that support subject-integrated food education from an early age.

Students’ food-related knowledge and skills have the potential to influence their food choices and, consequently, their health and well-being over time. In Sweden, education related to sustainable food choices is traditionally addressed in the later years of primary school, whereas formal home economics education begins in grade six (students aged 12 years). However, younger students in early primary school already seem to have food-related questions and reflections. The aim of the present thesis is to explore how food can be utilized as a pedagogical tool in early primary school through a co-design process of subject-integrated food education, promoting students’ food-related learning. This doctoral thesis explores co-designed subject-integrated food education from multiple perspectives, including teachers’ initial perceptions of subject-integrated food education, the co-design process, and the implemented teaching practices from both teaching and learning perspectives. The overall methodological approach of the research was a qualitative case study. A co-design process was employed to explore, design, implement, and evaluate subject-integrated food education in early primary school (students aged 6–9 years). The research is informed by a sociocultural perspective that frames the theoretical approach and analysis. Data were collected using questionnaires, interviews, participant observations, and field notes from co-design sessions and classroom observations. The findings reveal the importance of a food-supportive school culture characterized by an organizational structure that facilitates collaboration among school staff and provides time for planning food-related learning activities. Teachers’ food education knowledge and skills, as well as the facilitation of subject-integrated food education, emerged as crucial factors. The findings further highlighted food as a familiar, tangible, and experience-generating pedagogical tool that supported both learning about food and learning through food, thereby facilitating students’ food-related learning. The use of food as a pedagogical tool also encouraged food-related communication, the structuring of information, and the observation of the visual characteristics of fruits and vegetables. Furthermore, exploratory, collaborative, and non-negotiable food-related learning moments were identified during the learning process. These findings highlight the importance of a skilled food educator who recognizes and responds to students’ food-related initiatives and who aligns their teaching methodology with students’ playful interests and levels of knowledge. In conclusion, subject-integrated food education in early primary school benefits from organizational support from school management, collaborative practices, and institutional and educator expertise in food-related knowledge and skills. The findings have implications for teacher education and school management, emphasizing the need for professional knowledge and organizational structures that support subject-integrated food education from an early age.