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Consumer food waste at the household level results from a complex set of different behaviours. They are influenced by psychological, socio-cultural, and economic factors such as awareness, attitudes, cognitions, emotions, and context-related factors such as available technologies, defined as drivers. Furthermore, opportunities to reduce food waste systematically and practically, or levers, are distinct from drivers but have rarely been documented in previous studies. Identification of drivers and levers helps to design accurate interventions to tackle consumer food waste. To provide a systematic overview of these food waste drivers and levers, this study builds upon i) a systematic literature review conducted on scientific and grey literature published between 2010 and 2021, ii) a revised version of the Motivation Opportunity Ability (MOA) framework distinguishing micro, meso and macro situation factors, and iii) an iterative feedback mechanism with experts of the European Consumer Food Waste Forum established by the European Commission in 2021. Drivers and levers of consumer food waste are identified, categorised, analysed, and discussed in line with the revised MOA framework. Thirteen drivers and their connected levers were identified in the literature in response to the MOA framework, while others fell under individual characteristics such as demographics. Taking different consumer segments into account when investigating drivers and levers has been identified as a powerful instrument that could help design more impactful interventions. Similarly, targeting particular segments of consumers with interventions may also maximise the food waste prevention effect (e.g., those consumers wasting the most or those most likely to change their behaviour). Hence, the reviewed studies provide several indications of potential consumer food waste reduction interventions with their limitations and advantages under specific environmental settings. This review leads to a resea

Food and agriculture systems have been under pressure due to climate change. Food production and consumption are known to cause up to one-third of climate impact as they occupy a large part of land for animal feeding and a significant amount of food is wasted. To reduce climate impact, therefore, food systems need to incorporate constructive approaches. These include aspects of production, distribution, consumption and disposal. It requires new digital insight and capacity-building to interpret the changes. Schools can provide an excellent arena for these changes because of their infrastructure and wide reach in society. Against this backdrop, the Sense, Science and the Magic of Food (SESAM) programme set out to study whether learning about food systems transformation could be achieved by incorporating contemporary digital technologies. The SESAM programme took place in four elementary schools (teachers: n = 12, pupils: n = 300). We developed four learning stations with a food and cultivation theme, as well as digital themes such as a simple aquaponics plant with data collection sensors, a programmable robotized raised growing bed, an artificial light-driven vertical mini farm and an autonomous programmed drone-based delivery service. The report shows that the programme was able to create important learning around food systems transformation in a school setting and was perceived as a relevant route to Education for Sustainable Development Goals (ESDG). In particular, the strong focus on science, technology, engineering and mathematics learning principles, project-based learning and the digital element was rated high. On the negative side, we found that teachers’ competencies are a crucial element and that a programme of this kind is time-consuming and needs the right type of external assistance if it was to be scaled up. Keywords

Project SoL was a 19-month (September 2012 to April 2014) community-based multi-component intervention based on the supersetting approach that was designed to promote healthier eating and physical activity among children and their families. The aim of this study was to examine the effects of a multi-component intervention (level 1) and a mass media intervention alone (level 2) compared to a control area (level 3) on food sales. The design was quasi-experimental. Weekly sales data for all Coop supermarkets in the intervention and control areas were analysed via longitudinal linear mixed-effects analyses. Significant increases in the sales of fish (total) (29%; p = 0.003), canned fish (31%; p = 0.025) and oatmeal (31%; p = 0.003) were found for the level 1 intervention area compared to the control area. In the level 2 intervention area, significant increases in the sales of vegetables (total) (17%; p = 0.038), fresh vegetables (20%; p = 0.01), dried fruit (51%; p = 0.022), oatmeal (19%; p = 0.008) and wholegrain pasta (58%; p = 0.0007) were found compared to the control area. The sales of canned fish increased by 30% in the level 1 area compared to the level 2 area (p = 0.025). This study demonstrated significant increases in the sales of healthy foods, both in the areas with multi-component and mass media interventions alone compared to the control area.

Living lab approaches are increasingly being explored and studied as means to address societal problems and develop viable solutions. The approach put emphasis on user participation as a way to co-create new technologies, products or services in an open and real-life environment. Against this background, we set out to ask to what extent a living lab can also be a learning lab. We used the concepts of Project-Based Learning and STEM teaching approaches as a theoretical framework to understand the potential of the Living Lab concept to create learning as well as solutions. This study applies a case study approach as a method for qualitative data collection. The case of the learning lab at “Læringshuset”—one of the schools involved in the SESAM program, was used as the case. The themes for the SESAM program were to create an understanding of the principles of sustainable food production and consumption using a scientific approach. The “Læringshuset” is a newly built school tailored to Project-Based Learning (PBL). In total, 12 rounds of interviews were carried out with three different types of informants who were involved in the SESAM program at Læringshuset: pupils (n = 8), teachers (n = 2) and mentors (n = 4). The data collected formed part of a larger data set that was collected as part of the SESAM evaluation in the 2021 and 2022 versions. This study concludes that the Living Lab format created around a school setting can serve multiple purposes: (i) it can be an important solution provider that acknowledges the value of solutions from young minds, and (ii) at the same time, it can be a learning lab in which multiple actors from the local community can engage in creating valuable solutions and learn from each other. Using the Living and Learning Lab is a good way to create both action and engagement and empowerment, and in particular, we find that it is well suited to create cross-community engagement around topics related to green food system transformation.

In this chapter, the authors present cases from four teaching marketing education experiences, based on community engagement and service learning principles. The cases address environmental and social issues (i.e., waste minimization [Lebanon], food consumption [Denmark], intellectual disability [Ireland], water consumption, and plastic waste reduction [Switzerland]). This chapter stems from discussions generated during a thematic workshop the authors organized at the 3rd European Social Marketing Conference, held in Espoo, Finland, on September 22, 2016. Through these cases, the authors aim to stimulate critical reflection on the role of service learning in the broader marketing education and on the intersection between education and profession.

BACKGROUND: Appropriate body image self-perceptions provide a good help to increase the feeling of personal well-being, thus having an important impact on health. Universities, having an important role in shaping of the future workers, represent an important setting to approach health issues. OBJECTIVE: This study determined to what extent different types of students in higher education (four categories of students were created: "self-secure", "perfect", "destructive" and "apologetic") are likely to adopt different health risk behaviors. METHODS: A cross-sectional study in a sample of students from five European Universities in the 2016/2017 academic year was conducted. Based on the combination of body image perception and body mass index, four types of students were identified: "self-secure" (overweight students with a good self-esteem); "perfect" (underweight students with a good self-esteem); "destructive" (overweight students with a poor self-esteem); "apologetic" (underweight students with a poor self-esteem). RESULTS: The study reveals that the defined types of students differed in terms of risk behavior. When the control was included, the "self-secure" student type had a reduced likelihood of being on a diet (22.3%) and physically active (17.8%) than other students (p < 0.001). CONCLUSIONS: The results of this paper raise concerns about the future because the body dissatisfaction of the college student could be a big impact in long term whether at collective, personally or even professionally.

The aim of the study was to determine the effects of a multi-component community-based health promotion intervention on body mass index (BMI) z-scores and waist circumference (WC) in three- to eight-year-old children. A quasi-experimental design was adopted to evaluate the effects of the SoL intervention involving three intervention and three control communities. The 19-month intervention was based on the supersetting approach and was designed to promote healthier eating and physical activity among children and their families. BMI z-scores and WC were measured at baseline and follow-up. At baseline, 238 (54%) and 214 (51%) of all eligible children were measured from intervention and control, respectively. The change over time in the BMI z-scores of children from the intervention group was significantly different from that of the control group (p = 0.001). BMI z-scores increased over time in the intervention group in contrast to the control group, whose BMI z-scores decreased (difference in change between groups 0.19 z-scores 95% CI 0.08, 0.30). No significant differences were observed for WC. The results showed no favourable effects of the intervention of Project SoL on BMI z-scores and WC in children. Further studies based on a larger sample size and a longer intervention duration are needed.

Health behaviour among young people has a social gradient, and tends to be skewed in terms of gender as well. Young men in vocational educational settings are an example where the inequality in health is apparent. Addressing this problem requires an understanding of health behaviour and its determinants in the target group in order to be able to develop interventions that can address the problem. The aim of the paper is to investigate to what extent a multicomponent intervention based on the Whole School Approach, targeting the risk behaviours, smoking, eating and physical activity that have an impact on health behaviour among male students in a disadvantaged educational setting. The paper uses self-reported longitudinal data on risk behaviours from the "Gearing up the Body" 1-year intervention program that was implemented among students at a Danish vocational school. For the analysis, we created a score model to categorise students and behaviour. Analyses suggest that interventions had only a modest impact and what evidence there is shows that the interventions reduced the health behaviour scores by 0.03 points. More specifically, we find that symbolic violence reduces the health behaviour score of the healthy types by 0.20 points, whereas soft power increases the health behaviour of the unhealthy type by 0.05 points. An explanation for the disappointing results of the "Gearing up the Body" program is tension between different understanding of what is "right" and "wrong" health behaviour. We find that the ideas of soft power and symbolic violence can contribute to a better understanding of why health and health behaviour is understood differently among vocational students. Thus, the finding demonstrates that one needs to apply a participatory approach rather than a normative approach addressing the health behaviour of disadvantaged individuals.

Pricing strategies are considered to be one of the important options in changing consumer food behaviour. As a result, there is a growing interest in studying the effects of interventions that promotes the healthy choice through price interventions. This paper aims to examine the effect of a pricing intervention on fruit & vegetables (F&V) in supermarkets. The intervention consisted of a removal of the 20% VAT Data on F&V sale and retailer - revenue was collected pre- and post-intervention in all chain-supermarkets. Users of ecological and conventional fruit and vegetables constituting our intervention group and the control group is users of ecological and conventional dairy products. We found a beneficial impact of the intervention on the sale and revenue related to fruit and vegetable products. The revenue and sale of fruit and vegetables increased by 354 952.60 DKK (24.92%) and 65 065.16 units (32.92%) respectively. Results suggest a beneficial impact on the sale and revenue related to fruit and vegetable products. Results show that the subsidy also had unintended impacts on the sale and revenue related to non-intervention products. That included adverse impact of the subsidy on unsubsidized healthy complementary products.

Organic policies have become an important strategy to increase the sustainability of food systems. Procurement of organic foods for the public is an important part of such strategies. Policymakers have become aware of the way through which food economy can be influenced more sustainably through the implementation of greener procurement practices. The value of food bought by the public for settings such as schools, hospitals, canteens, and care homes is considerable and provides a strong rationale for public organic policies. However, such policies require well-planned implementation and involve a multitude of practitioners. Changing practices require the backstage support of both policymakers and food professionals as well as support from the frontstage actors – the users of the canteens. The paper examines whether organic food-based diets could be implemented in a semi-captive environment, such as that of army foodservice, for the mutual benefits of both consumers and policymakers. We studied the Canteen2018 intervention implemented over 8 months period with a targeted increase of organic foods shares to the “silver” or “gold” level of the Danish organic label. Results show that such a change process creates tensions in the interface between the user, the staffs, and the policy levels, but that it was possible to increase the amount of organic share without radically compromising the overall user satisfaction. Organic conversion in the semi-captive food environments as those of army canteens is possible if due consideration is given to planning, monitoring, education and learning, information and communication, stakeholder involvement, and experience sharing.

Organic policies have become an important strategy to increase the sustainability of food systems. Procurement of organic foods for the public is an important part of such strategies. Policymakers have become aware of the way through which food economy can be influenced more sustainably through the implementation of greener procurement practices. The value of food bought by the public for settings such as schools, hospitals, canteens, and care homes is considerable and provides a strong rationale for public organic policies. However, such policies require well-planned implementation and involve a multitude of practitioners. Changing practices require the backstage support of both policymakers and food professionals as well as support from the frontstage actors – the users of the canteens. The paper examines whether organic food-based diets could be implemented in a semi-captive environment, such as that of army foodservice, for the mutual benefits of both consumers and policymakers. We studied the Canteen2018 intervention implemented over 8 months period with a targeted increase of organic foods shares to the “silver” or “gold” level of the Danish organic label. Results show that such a change process creates tensions in the interface between the user, the staffs, and the policy levels, but that it was possible to increase the amount of organic share without radically compromising the overall user satisfaction. Organic conversion in the semi-captive food environments as those of army canteens is possible if due consideration is given to planning, monitoring, education and learning, information and communication, stakeholder involvement, and experience sharing.

Introduction There is a growing interest in actions that can contribute to increased food literacy and health among young people. As a result, the topic is increasingly becoming the subject of policymaking both in public health and in the educational system. Public engagement in these fields has led to a new focus on the importance of food for young people in institutions. However, approaches seem to follow slightly different paths. Food is mainly seen as a question of providing food or as both a question of providing and learning about food. This paper aims to explore the latter of these. Do kindergartens have the potential to move beyond simple provision and become active spaces for learning and literacy development? And, if so, what are the potentials and barriers for such approaches? Methodology A formative evaluation of the Dagmar foodscape intervention implemented in the Fuglsang kindergarten in the Danish city of Aalborg was performed. A case study approach based on observations, interviews, and focus groups was applied. The Dagmar intervention – an integrated food provision and learning programme – was developed and implemented. Qualitative data was collected to gain an insight into the potential and constraints for developing food literacy among children using such an approach. Pedagogues and kitchen staff were the informants in the data collection. The intervention was organized using an action research approach in which data was collected as an integral part of the intervention. Data was collected using observations and focus groups interviews. The intervention aimed to develop and evaluate new tools and instruments for the creation of food literacy among children with the participation of pedagogues and kitchen staff. Findings The intervention succeeded in creating a new type of foodscape in the kindergarten in a way that combines the preparation and the serving of food with both in-door and out-door hands-on food activities for children. A conceptual