Responsive feeding supports nurturing caregiving and encourages healthy eating in early childhood. Food insecurity can hinder families' ability to adopt positive practices and access support. This qualitative study evaluated participants' experiences and behavioural impacts of Eat, Learn, Grow, a co-designed digital microlearning programme that promotes responsive feeding among families facing food insecurity. Nineteen participants completed semi-structured interviews after completing the programme, which consisted of 12 brief digital modules and a hard-copy resource pack. Data were analysed thematically guided by the COM-B model of behaviour change. Participants found the intervention to be accessible and engaging. The brief, flexible modules aligned with their learning needs and preferences, and the multimedia format and social media-style interface supported engagement. While the physical resources offered behavioural reinforcement, the digital component was described as more impactful. The programme enhanced participants' capability by increasing knowledge and confidence, reducing stress and mealtime tensions. It created opportunity through flexible learning and priming family discussions on child feeding. Motivation was driven by observable improvements in children's eating behaviours, reduced stress, and alignment with parenting values. Behavioural changes included more positive food experiences and shared family meals, pressuring children to eat less often, and increased repeated food exposure. Eat, Learn, Grow was well-received and regarded as accessible, practical, and supportive. The design and delivery facilitated the adoption of responsive feeding within challenging family contexts of limited time, high mental load, and stress. Findings provide insight into how theory-informed microlearning can promote responsive feeding among families facing food insecurity.
Baxter et al. (Thu,) studied this question.