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Abstract
This quasi-experimental study evaluated the effects of integrating traditional food knowledge into nutrition education on adolescent food preferences in rural Tabora, Tanzania. The study was conducted between August and October 2024, involving 271 form two and form three students from four rural secondary schools: Idete, Ibiri, Ndono, and Mabama. Idete and Ibiri served as the experimental group and received an eight-week intervention delivered by trained research assistants, focusing on traditional food knowledge, preparation, and cultural relevance. A food preference questionnaire was administered pre- and post-intervention, and post-test focus group discussions (FGDs) and classroom observations were also conducted. Quantitative analysis revealed a significant improvement in food preferences among the experimental group (mean post-test score = 4.10) compared to the control group (mean = 3.01), with a p-value < 0.001. Thematic analysis of FGDs indicated increased appreciation for traditional foods, intergenerational knowledge sharing, and greater interest in traditional food preparation. Observation checklists confirmed high levels of engagement and participation during sessions. Findings suggest that integrating culturally relevant traditional food education enhances adolescents’ food preferences and engagement in rural contexts. The study supports the incorporation of indigenous knowledge into nutrition curricula to promote healthier eating habits and preserve food heritage among youth in Tanzania and similar settings..
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Article Type: Research Article
AQUADEMIA, Volume 10, Issue 1, 2026, Article No: ep26002
https://doi.org/10.29333/aquademia/17843
Publication date: 03 Feb 2026
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