DIGITAL
DEVELOPING INTERDISCIPLINARY COMPETENCIES IN SOCIAL CARE: A CURRICULUM DESIGN APPROACH TO THE MOODBITES TRAINING PROGRAM
1 Department of Education and Research in Health Sciences, Faculty of Health Sciences, Medical University of Warsaw (POLAND)
2 Department of Human Nutrition, Faculty of Health Sciences, Medical University of Warsaw (POLAND)
3 Department of Health Psychology, Medical University of Warsaw (POLAND)
2 Department of Human Nutrition, Faculty of Health Sciences, Medical University of Warsaw (POLAND)
3 Department of Health Psychology, Medical University of Warsaw (POLAND)
About this paper:
Appears in: EDULEARN26 Proceedings
Publication year: 2026
Article: 2061
ISBN: 978-84-09-88444-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2026.2061
Publication year: 2026
Article: 2061
ISBN: 978-84-09-88444-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2026.2061
Conference name: 18th International Conference on Education and New Learning Technologies
Dates: 29 June-1 July, 2026
Location: Palma, Spain
Dates: 29 June-1 July, 2026
Location: Palma, Spain
Abstract:
The growing evidence linking nutrition and mental health highlights the need for interdisciplinary competencies among social care professionals. However, current educational systems rarely integrate knowledge from nutrition science, psychology, and social work, resulting in fragmented professional preparation.This study presents the development of the MoodBites Training Program (MbTP), an interdisciplinary training intervention designed to enhance nutrition and mental health literacy among social and healthcare professionals. The program was developed within an Erasmus+ project (No. 2024-1-EL01-KA220-VET-000257791) using the DACUM (Developing A Curriculum) framework, involving 30 experts from six European countries. The development process included job and task analysis, competency identification, validation, and curriculum design.
The program was grounded in established behavioral and educational models, including the COM-B framework (Capability–Opportunity–Motivation–Behaviour), Self-Determination Theory, and the concept of food literacy, combined with a Needs-Based, Learner-Centered, Behaviorally-Focused (NLB) educational approach. This resulted in a competency-based curriculum structured into five modules integrating nutritional knowledge, psychological mechanisms, and behavior change strategies. The DACUM process led to the identification and validation of a comprehensive competency framework encompassing knowledge, skills, and attitudes across seven professional domains, with all competencies achieving high expert agreement (mean ratings ≥ 4.0 on a 5-point scale). The validated competencies were systematically mapped onto the five training modules, ensuring alignment between theoretical models and practical learning outcomes.
The findings demonstrate that theory-driven and competency-based curriculum design can effectively support the development of interdisciplinary competencies in social care. The MoodBites framework offers a transferable model for designing educational interventions at the intersection of health, education, and social support systems.