The Intertwinement of the Physical and Digital Worlds in the Development of Food Literacy Competencie

Sammendrag

In our narrative review, food literacy is defined as “the abilities, knowledge, and skills children and adolescents need to interact with the components of the food system in a way that they can develop healthy and sustainable eating habits throughout their lifespan.”1 This definition includes the abilities, knowledge, and skills needed to interact with personal, social, and external food environments, which encompass both physical and digital environments.2 Based on the conceptual models developed by Nutbeam3 and Slater et al,4 3 main types of food literacy competencies were identified: relational, functional, and critical. These identified competencies are needed to interact with digital food environments. For example, the skills needed to purchase foods in digital environments, use digital money, or search for food information online can be regarded as part of functional food literacy competencies—that is, knowledge and skills related to food planning, purchase, preparation, and disposal.1 The ability to