Aims This study investigates how sustainability competencies are integrated into educational interventions for dietitians and nutrition professionals and examines pedagogical approaches employed, offering insight into how well these professionals are prepared to support the transition towards a sustainable food system. Methods A systematic review was conducted using four electronic databases (PubMed, SCOPUS, Web of Science and ProQuest) and additional manual searches on 18 June 2024. Studies were included if they focused on educational interventions for dietitians and nutrition professionals that addressed sustainability competencies. Study quality was appraised using Johanna Briggs Institute critical appraisal tools and the Mixed Methods Appraisal Tool. Results were narratively synthesised and tabulated. Results Nineteen studies met the inclusion criteria. While certain sustainability competencies are addressed, competencies related to inter-personal, integration, intra-personal and futures-thinking remain underrepresented. Practical approaches with high potential for fostering sustainability competencies, such as project-/problem-based learning and place-based environmental education, were frequently implemented. These methods were often combined with less effective instructional strategies, such as traditional lecturing. Conclusions Education for dietitians and nutrition professionals should adopt a more comprehensive approach, integrating all sustainability competencies across the curriculum. Combining practical, experiential methods with traditional lecturing may enhance sustainability learning.
Lörzing et al. (Wed,) studied this question.
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