Abstract:

Service-learning is seen as a pedagogy for experiential learning, enabling students to learn from real-life experience. In the framework of the NEMOS project, which proposes a new educational model for the acquisition of sustainability competences through service-learning, we explore how sustainability can be effectively integrated into food degree curricula. This can serve as a basis for application in other degree programmes and at other educational levels.
We have chosen several core subjects from each year (from the first to the last, in total 42-50 ECTS) and after checking how sustainability competences were present or absent in the students' curricula, the choice of modules and topics has to be representative, coherent and aligned with sustainability objectives. Here are some case studies on how to do this.
One of the proposed activities was related to paper composting and its use as bread packaging, in order to incorporate the concept of composting in the learning outcomes of the subject "Food Design and Development", which consists of two parts of 6 ECTS each and is taught in the 2nd semester of the 3rd year of the Degree in Food Product and Process Innovation at the Public University of Navarra (UPNA), in Spain. Specifically, the subjects involved in the pilot experience are taught using the Problem-Based Learning teaching methodology. A new product developed by the students is designed and manufactured in a pilot plant. In this pilot project we collaborate with Pamplona City Council. The screen and print workers (called "Tajo Social") belong to the Social Employment Area of the City Council. This Area carries out an employment programme consisting of temporary employment contracts for people in a situation of social exclusion. The workers of Tajo Social were interested in learning about the possible composting capacity of the materials they use, in order to improve their environmental impact.
The following specific objectives were set
a) Study of the compostability of the paper they use (service);
b) Bread packaging with compostable papers and study of the shelf life of the packaging. In this case, the learning focused on the integration of the use of compostable materials in the learning outcomes of the subject and, as for the service, the commitment of Tajo Social workers in the project allows to improve in some way their integration in society. Both social and environmental sustainability competences were worked on.
The participation of Tajo Social workers in the teaching activities of the subject was well received by the students, who were positively involved in the preparation and development of the activity itself. A survey was carried out with the students based on the rubric designed by Puig et al. of the University of Barcelona (Spain), to assess their experience with the proposed activity.
In conclusion, the service-learning methodology engaged students in active, hands-on learning, fostering community engagement, critical thinking and the development of leadership, project management and communication skills. It cultivated a deeper understanding of sustainability and prepared the food degree students to become informed, ethical and proactive professionals in the pursuit of sustainable food systems.

Keywords:

Community engagement, experiential learning, sustainability competencies.