Innovative curriculum strategies for managing the future of food science, technology and engineering education

IF 5.3 2区农林科学 Q1 ENGINEERING, CHEMICAL

Journal of Food Engineering Pub Date : 2025-01-18 DOI:10.1016/j.jfoodeng.2025.112474

I. Sam Saguy , Cristina L.M. Silva , Eli Cohen

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引用次数: 0

Abstract

The rapid advancement of science and technology, driven by digitalization and artificial intelligence, underscores the need to reevaluate food science, technology, and engineering (FST&E) education. A global study with 688 respondents examined key challenges and opportunities in this evolving field, gathering input from professionals and students in Africa, China, Eastern and Western Europe, USA & Canada, and South America & Mexico. The study aimed to identify strategies such as hybrid teaching, project-based learning, interdisciplinary collaboration, and internships to meet future educational demands. Principal Component Analysis highlighted two key factors: professional development (PC1), which grouped adaptability, employability, soft skills, and apprenticeships; and future-oriented education (PC2), clustering hybrid teaching, curriculum revisions, nutrition integration, and research projects. African participants placed greater emphasis on these factors compared to USA respondents. A notable finding was the lower engagement of food engineering (FE) professionals with both principal component factors compared to their food science and technology (FST) counterparts. This suggests a possible resistance to change or higher satisfaction with the status quo, which could limit FE professionals' ability to meet future business and innovation requirements. This is concerning given the rapid technological and science progress and the necessity for new curricula that foster innovation. The study underscores the importance of adapting FST&E education to regional differences and evolving industry expectations. It advocates for strategic educational transformations that integrate emerging technologies, interdisciplinary approaches, and practical learning opportunities to equip students for future challenges and capitalize on new opportunities in the FST&E field.

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在数字化和人工智能的推动下，科学技术突飞猛进，这凸显了重新评估食品科学、技术和工程（FST&E）教育的必要性。一项有 688 名受访者参与的全球性研究考察了这一不断发展的领域所面临的主要挑战和机遇，收集了非洲、中国、东欧和西欧、美国和加拿大以及南美和墨西哥的专业人士和学生的意见。研究旨在确定混合教学、项目式学习、跨学科合作和实习等战略，以满足未来的教育需求。主成分分析突出了两个关键因素：专业发展（PC1），包括适应能力、就业能力、软技能和学徒制；以及面向未来的教育（PC2），包括混合教学、课程修订、营养整合和研究项目。与美国受访者相比，非洲受访者更重视这些因素。一个值得注意的发现是，与食品科学与技术（FST）专业人员相比，食品工程（FE）专业人员对两个主成分因素的参与度较低。这表明，食品工程专业人员可能对变革有抵触情绪，或者对现状的满意度较高，这可能会限制他们满足未来业务和创新要求的能力。鉴于科技进步日新月异，有必要开设促进创新的新课程，这种情况令人担忧。这项研究强调了根据地区差异和不断变化的行业期望调整 FST&E 教育的重要性。研究提倡进行战略性教育改革，将新兴技术、跨学科方法和实践学习机会结合起来，使学生能够应对未来的挑战，抓住科技与创新领域的新机遇。

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来源期刊

Journal of Food Engineering 工程技术-工程：化工

CiteScore

11.80

自引率

5.50%

发文量

275

审稿时长

24 days

期刊介绍： The journal publishes original research and review papers on any subject at the interface between food and engineering, particularly those of relevance to industry, including: Engineering properties of foods, food physics and physical chemistry; processing, measurement, control, packaging, storage and distribution; engineering aspects of the design and production of novel foods and of food service and catering; design and operation of food processes, plant and equipment; economics of food engineering, including the economics of alternative processes. Accounts of food engineering achievements are of particular value.