An Empirical Study on Strengthening Student Food Security through the Development of an Ethnofood-Based Curriculum using a needs Assessment Approach

Abstract

Recent years have seen food insecurity among college students emerge as a public health concern affecting diet quality, mental health, academic achievement, and graduation rates. This study highlights the importance of developing an ethnofood-based curriculum to improve student food security. It used a mixed-methods approach with a convergent design. Participants and data sources included qualitative, quantitative, and secondary data. Qualitative data were gathered through in-depth interviews with curriculum and food experts using purposive sampling. Quantitative data came from 150 Universitas Pendidikan Indonesia (UPI) students via a needs analysis questionnaire. Secondary data included policy documents, official reports, and scientific literature related to food security. The results reveal that although students are very interested in ethnofood, they have limited knowledge of its nutritional benefits and lack practical skills in preparation and preservation. Lecturers and curriculum developers stress the need for flexible, competency-based programs aligned with national microcredentials and sustainable education policies. The study concludes that an ethnofood-based curriculum can enhance students’ knowledge, attitudes, and skills in using local food resources, thereby promoting food security at both individual and community levels.