Buttigieg Fiten, Denise (2024) Investigation towards comprehensive teaching of food and nutrition in Abu Dhabi secondary schools: An ethnographic study. Doctoral thesis, University of West London.

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Abstract

The escalating rates of obesity and nutrition-related diseases among adolescents in the United Arab Emirates (UAE) underscore the significance of comprehensive School-Based Food and Nutrition Education (SFNE). This study aimed to investigate factors that underscore the effective implementation of a comprehensive SFNE programme in Abu Dhabi public secondary schools. Through an ethnographic approach, encompassing semi-structured contextual and individualised interviews, participant observations, and document reviews, data were gathered from 29 purposively-sampled teachers of SFNE in international secondary
schools in Abu Dhabi. The research focused on understanding the challenges encountered by teachers in teaching and supporting students during their Non-Examinable Assessments
(NEAs) to facilitate optimal decision-making regarding culture for learning. Teachers face several challenges, such as limited time, constrained resources, diverse learning needs, cultural norms, and minimal parental involvement. Socio-economic disparities, inadequate technical support, and large class sizes further complicate their efforts. Factors affecting teachers’ preparedness encompass curriculum development, the relevance of teachers’ academic achievements, resource availability, continuous professional development opportunities,students’ self-beliefs, proficiency in utilising relevant technologies, expert collaboration, and the diversity of the classroom environment. Recommendations are proposed to enhance SFNE
teacher professional development, strengthen curriculum development and interdisciplinary connections, expand access to resources and technology, foster collaboration and community engagement, and promote culturally relevant and responsive pedagogy. This study advances comprehensive SFNE in Abu Dhabi public secondary schools by offering detailed insights. It presents a robust framework that guides effective programme development and implementation.

Item Type:	Thesis (Doctoral)
Identifier:	10.36828/thesis/13689
Subjects:	Education
Depositing User:	Marc Forster
Date Deposited:	23 May 2025 08:37
Last Modified:	23 May 2025 08:45
URI:	https://repository.uwl.ac.uk/id/eprint/13689

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