Innovative curriculum strategies for managing the future of food science, technology and engineering education
The rapid advancement of science and technology, driven by digitalization and artificial intelligence, underscores the need to reevaluate food science, technology, and engineering (FST&E) education. A global study with 688 respondents examined key challenges and opportunities in this evolving fi...
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| Vydáno v: | Journal of food engineering Ročník 392; s. 112474 |
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| Médium: | Journal Article |
| Jazyk: | angličtina |
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Elsevier Ltd
01.05.2025
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| ISSN: | 0260-8774 |
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| Abstract | The rapid advancement of science and technology, driven by digitalization and artificial intelligence, underscores the need to reevaluate food science, technology, and engineering (FST&E) education. A global study with 688 respondents examined key challenges and opportunities in this evolving field, gathering input from professionals and students in Africa, China, Eastern and Western Europe, USA & Canada, and South America & Mexico. The study aimed to identify strategies such as hybrid teaching, project-based learning, interdisciplinary collaboration, and internships to meet future educational demands. Principal Component Analysis highlighted two key factors: professional development (PC1), which grouped adaptability, employability, soft skills, and apprenticeships; and future-oriented education (PC2), clustering hybrid teaching, curriculum revisions, nutrition integration, and research projects. African participants placed greater emphasis on these factors compared to USA respondents. A notable finding was the lower engagement of food engineering (FE) professionals with both principal component factors compared to their food science and technology (FST) counterparts. This suggests a possible resistance to change or higher satisfaction with the status quo, which could limit FE professionals' ability to meet future business and innovation requirements. This is concerning given the rapid technological and science progress and the necessity for new curricula that foster innovation. The study underscores the importance of adapting FST&E education to regional differences and evolving industry expectations. It advocates for strategic educational transformations that integrate emerging technologies, interdisciplinary approaches, and practical learning opportunities to equip students for future challenges and capitalize on new opportunities in the FST&E field.
•Global study identifies strategies for FST&E future curricula.•New competences include adaptability, employability, soft-skills & apprenticeships.•Hybrid teaching, nutrition integration, and research projects should be considered.•Food engineers show less engagement in future-oriented educational changes.•New curricula are essential to meeting future evolving professional needs. |
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| AbstractList | The rapid advancement of science and technology, driven by digitalization and artificial intelligence, underscores the need to reevaluate food science, technology, and engineering (FST&E) education. A global study with 688 respondents examined key challenges and opportunities in this evolving field, gathering input from professionals and students in Africa, China, Eastern and Western Europe, USA & Canada, and South America & Mexico. The study aimed to identify strategies such as hybrid teaching, project-based learning, interdisciplinary collaboration, and internships to meet future educational demands. Principal Component Analysis highlighted two key factors: professional development (PC1), which grouped adaptability, employability, soft skills, and apprenticeships; and future-oriented education (PC2), clustering hybrid teaching, curriculum revisions, nutrition integration, and research projects. African participants placed greater emphasis on these factors compared to USA respondents. A notable finding was the lower engagement of food engineering (FE) professionals with both principal component factors compared to their food science and technology (FST) counterparts. This suggests a possible resistance to change or higher satisfaction with the status quo, which could limit FE professionals' ability to meet future business and innovation requirements. This is concerning given the rapid technological and science progress and the necessity for new curricula that foster innovation. The study underscores the importance of adapting FST&E education to regional differences and evolving industry expectations. It advocates for strategic educational transformations that integrate emerging technologies, interdisciplinary approaches, and practical learning opportunities to equip students for future challenges and capitalize on new opportunities in the FST&E field.
•Global study identifies strategies for FST&E future curricula.•New competences include adaptability, employability, soft-skills & apprenticeships.•Hybrid teaching, nutrition integration, and research projects should be considered.•Food engineers show less engagement in future-oriented educational changes.•New curricula are essential to meeting future evolving professional needs. The rapid advancement of science and technology, driven by digitalization and artificial intelligence, underscores the need to reevaluate food science, technology, and engineering (FST&E) education. A global study with 688 respondents examined key challenges and opportunities in this evolving field, gathering input from professionals and students in Africa, China, Eastern and Western Europe, USA & Canada, and South America & Mexico. The study aimed to identify strategies such as hybrid teaching, project-based learning, interdisciplinary collaboration, and internships to meet future educational demands. Principal Component Analysis highlighted two key factors: professional development (PC1), which grouped adaptability, employability, soft skills, and apprenticeships; and future-oriented education (PC2), clustering hybrid teaching, curriculum revisions, nutrition integration, and research projects. African participants placed greater emphasis on these factors compared to USA respondents. A notable finding was the lower engagement of food engineering (FE) professionals with both principal component factors compared to their food science and technology (FST) counterparts. This suggests a possible resistance to change or higher satisfaction with the status quo, which could limit FE professionals' ability to meet future business and innovation requirements. This is concerning given the rapid technological and science progress and the necessity for new curricula that foster innovation. The study underscores the importance of adapting FST&E education to regional differences and evolving industry expectations. It advocates for strategic educational transformations that integrate emerging technologies, interdisciplinary approaches, and practical learning opportunities to equip students for future challenges and capitalize on new opportunities in the FST&E field. |
| ArticleNumber | 112474 |
| Author | Cohen, Eli Saguy, I. Sam Silva, Cristina L.M. |
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| Cites_doi | 10.1007/s11159-020-09878-3 10.1016/j.cofs.2023.101042 10.1016/j.ece.2023.09.005 10.3390/businesses3040036 10.1016/j.ifset.2018.03.001 10.5032/jae.2022.03073 10.1007/s12393-021-09281-0 10.1016/j.ece.2022.11.003 10.1002/aic.17644 10.1016/j.ece.2023.12.001 10.1080/19397038.2020.1722765 10.1348/000711006X109636 10.1080/10408398.2020.1863328 10.1016/j.ifset.2024.103599 10.1016/j.procs.2019.09.032 10.1016/j.jfoodeng.2016.01.009 10.1016/j.tifs.2020.08.015 10.1080/03075079.2023.2196997 10.1016/j.ipha.2023.04.008 10.1002/fsn3.3286 10.1016/j.fbp.2016.04.003 10.1177/23727322231220339 10.1016/j.ece.2024.01.001 10.1155/2022/8521236 10.1097/ACM.0000000000005598 10.1111/1541-4329.12174 10.1002/cjce.25205 10.1111/bjet.12548 10.1038/s41538-023-00243-w 10.1016/j.cofs.2021.06.001 |
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