Designing a food-related learning agenda among vulnerable populations
1
Environmental Health Institute, Lisbon School of Medicine, Lisbon, Portugal
2
Climate Action Department, Cascais Ambiente, Cascais, Portugal
Popul. Med. 2026;8(Supplement Supplement 1):A1024
ABSTRACT
BACKGROUND:
Globally, Food Policy Networks (FPN) are negatively impacting our planet and play a crucial role in unhealthy food choices and habits. The CLIC framework was developed to create healthier, sustainable and more inclusive FPN. Lisbon’s Metropolitan Area takes part of the Horizon Europe FoodCLIC, aiming the development of more resilient food environments supported with the CLIC framework. Based on participatory and codesigning approaches, a learning agenda has been cocreated with stakeholders and residents in two vulnerable neighborhoods at Cascais Municipality.
METHODS:
A mixed-models participatory codesigning approach was performed for mapping and gapping current FPN elements affecting two vulnerable populations of Portugal. Four priorities emerged: promoting food literacy, food access, housing and community spaces conditions for interaction with food, and food habits. Workshops with local stakeholders and neighborhoods’ residents, focus groups and a face-to-face baseline survey with residents were main data collection approaches. Interventions were co-designed in close articulation with stakeholders and citizens, with regular reflexive learning meetings during its implementation.
RESULTS:
High prevalence of self-perceived food literacy deficit together with barriers to food access (lack of local food retailers, flaws to donated healthy food products, housing and community spaces inadequate conditions) are associated to a very high percentage of food insecurity, low ingestion of fruit, vegetables, and pulses, eating monotony, and ultra-processed food consumption. Based on this scenario, a healthy and sustainable food learning agenda was delineated, with four complementary and integrated interventions, together with a medium and longterm monitoring and feedback system.
CONCLUSIONS:
A learning agenda is a crucial output to guide the promotion of individuals’ food literacy and communities’ food-related culture change. Local food transitions imply working in proximity with the community, allowing a progressive change of the FPN, as a driver for more healthy and resilient food systems.
Globally, Food Policy Networks (FPN) are negatively impacting our planet and play a crucial role in unhealthy food choices and habits. The CLIC framework was developed to create healthier, sustainable and more inclusive FPN. Lisbon’s Metropolitan Area takes part of the Horizon Europe FoodCLIC, aiming the development of more resilient food environments supported with the CLIC framework. Based on participatory and codesigning approaches, a learning agenda has been cocreated with stakeholders and residents in two vulnerable neighborhoods at Cascais Municipality.
METHODS:
A mixed-models participatory codesigning approach was performed for mapping and gapping current FPN elements affecting two vulnerable populations of Portugal. Four priorities emerged: promoting food literacy, food access, housing and community spaces conditions for interaction with food, and food habits. Workshops with local stakeholders and neighborhoods’ residents, focus groups and a face-to-face baseline survey with residents were main data collection approaches. Interventions were co-designed in close articulation with stakeholders and citizens, with regular reflexive learning meetings during its implementation.
RESULTS:
High prevalence of self-perceived food literacy deficit together with barriers to food access (lack of local food retailers, flaws to donated healthy food products, housing and community spaces inadequate conditions) are associated to a very high percentage of food insecurity, low ingestion of fruit, vegetables, and pulses, eating monotony, and ultra-processed food consumption. Based on this scenario, a healthy and sustainable food learning agenda was delineated, with four complementary and integrated interventions, together with a medium and longterm monitoring and feedback system.
CONCLUSIONS:
A learning agenda is a crucial output to guide the promotion of individuals’ food literacy and communities’ food-related culture change. Local food transitions imply working in proximity with the community, allowing a progressive change of the FPN, as a driver for more healthy and resilient food systems.
| eISSN: | 2654-1459 |
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