Educational Behavior-Change Interventions in Nutrition: Theory, Development and Evidence

Dear Colleagues,

Health behaviors, particularly those related to nutrition, are deeply influenced by a complex interplay of knowledge, motivation, environment, and social norms. While nutrition education has long been a cornerstone of health promotion, its true impact lies in its ability to initiate and sustain meaningful behavior change. To achieve this, educational interventions must be grounded in sound theoretical frameworks, be carefully developed through formative research, and demonstrate measurable outcomes.

In recent years, there has been a growing interest in the use of behavioral theories to guide the design and evaluation of nutrition education interventions. However, one of the ongoing challenges in the field is the frequent lack of clarity and detail in published intervention studies when describing what was delivered, how it was expected to influence behavior, and how others might replicate or adapt it.

Therefore, there remains a need for more rigorous, theory-driven studies that document the development process, implementation strategies, and effectiveness of these interventions across different populations and settings.

This Special Issue of Nutrients titled “Educational Behavior-Change Interventions in Nutrition: Theory, Development and Evidence” welcomes original research and reviews of the literature that apply behavioral theory to intervention design; report the design, development, and implementation of nutrition education interventions; and explore outcomes related to behaviour change and long-term adherence.

Dr. Dalia El Khoury
Guest Editor

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