SUSTAINABLE FOOD SYSTEMS EDUCATION: INTEGRATING URBAN FARMING INTO HOME ECONOMICS CURRICULA

Abstract

As global urbanization accelerates, sustainable food systems education is vital for fostering environmental stewardship and food security. This study examines the integration of urban farming into the Home Economics curricula to enhance students’ knowledge and practical skills in sustainable food production. Conducted at three secondary schools in Enugu State, Nigeria, the intervention involved 200 students participating in a 12-week program combining theoretical lessons on urban agriculture with hands-on activities, including vertical gardening, hydroponics, and organic composting. A quasi-experimental design assessed outcomes, comparing the intervention group to a control group following a standard Home Economics curriculum. Quantitative results showed a 45% increase in students’ understanding of sustainable food systems and a 38% improvement in practical farming skills. Qualitative feedback from students and teachers highlighted heightened environmental awareness and enthusiasm for local food production. Challenges included limited access to farming materials, initial resistance to curriculum changes, and the need for teacher training. This study underscores the potential of embedding urban farming in Home Economics education to empower students as agents of sustainable change, while emphasizing the need for resource support and scalable curriculum frameworks.

As global urbanization accelerates, sustainable food systems education is vital for fostering environmental stewardship and food security. This study examines the integration of urban farming into the Home Economics curricula to enhance students’ knowledge and practical skills in sustainable food production. Conducted at three secondary schools in Enugu State, Nigeria, the intervention involved 200 students participating in a 12-week program combining theoretical lessons on urban agriculture with hands-on activities, including vertical gardening, hydroponics, and organic composting. A quasi-experimental design assessed outcomes, comparing the intervention group to a control group following a standard Home Economics curriculum. Quantitative results showed a 45% increase in students’ understanding of sustainable food systems and a 38% improvement in practical farming skills. Qualitative feedback from students and teachers highlighted heightened environmental awareness and enthusiasm for local food production. Challenges included limited access to farming materials, initial resistance to curriculum changes, and the need for teacher training. This study underscores the potential of embedding urban farming in Home Economics education to empower students as agents of sustainable change, while emphasizing the need for resource support and scalable curriculum frameworks.