Mixed-methods evaluation shows a 38% increase in food literacy in Filipino students, highlighting community-based partnerships' role in education and cooking competence.
This study examines how community-based partnerships enhance food literacy among Filipino secondary students enrolled in the Technology and Livelihood Education (TLE) curriculum. Using a convergent mixed-methods design, quantitative surveys (n = 120) and in-depth interviews with TLE educators (n = 15) and community stakeholders (n = 20) were conducted. Statistically significant gains were observed in all domains, including a 38.0% increase in overall food literacy and a 51.9% improvement in cooking competence. Community engagement frequency was positively correlated with cooking confidence (r = 0.56, p < .001) and food decision-making (r = 0.48, p < .001). Thematic analysis underscored the role of experiential learning, cultural continuity, and intergenerational knowledge. Respondents highlighted learner autonomy and food citizenship, while also citing institutional and logistical barriers. Positioned within the Sustainable Development Goals (4 and 12) and the Philippine MATATAG reform agenda, this study advocates for the formal integration of community-based food literacy programs in national education policy.
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Soliman et al. (2025) studied this question.
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