Table 2. Linking theoretical framing,... | Emerald Publishing

Table 2.

Linking theoretical framing, empirical findings, and implications for vocational education and training (VET) practice

Theoretical perspective	Key empirical findings	Implications for VET practice and policy
Education for sustainable development (ESD) – emphasising behavioral change and sustainability competencies	Participants identified significant knowledge gaps regarding food waste, packaging, and sustainable practices	VET programmes should integrate sustainability literacy across curricula and embed experiential learning approaches that link sustainability knowledge with practical application
Transformative learning theory – emphasising critical reflection and behavioral change	Participants highlighted the need for experiential and sensory learning to build trust and understanding in food systems	VET providers can incorporate sensory education, experiential projects, and real-world problem-solving activities to strengthen sustainability competencies
Systems thinking in sustainability education	Stakeholders emphasised the interconnected roles of education, policy, innovation, and infrastructure	VET curricula should adopt systems-based approaches that help learners understand the complexity of food systems and sustainability transitions
Multi-stakeholder sustainability governance	Participants highlighted differing priorities between producers, consumers, and policymakers	VET programmes should promote stakeholder collaboration through industry partnerships, community projects, and interdisciplinary learning

Theoretical perspective	Key empirical findings	Implications for VET practice and policy
Education for sustainable development (ESD) – emphasising behavioral change and sustainability competencies	Participants identified significant knowledge gaps regarding food waste, packaging, and sustainable practices	VET programmes should integrate sustainability literacy across curricula and embed experiential learning approaches that link sustainability knowledge with practical application
Transformative learning theory – emphasising critical reflection and behavioral change	Participants highlighted the need for experiential and sensory learning to build trust and understanding in food systems	VET providers can incorporate sensory education, experiential projects, and real-world problem-solving activities to strengthen sustainability competencies
Systems thinking in sustainability education	Stakeholders emphasised the interconnected roles of education, policy, innovation, and infrastructure	VET curricula should adopt systems-based approaches that help learners understand the complexity of food systems and sustainability transitions
Multi-stakeholder sustainability governance	Participants highlighted differing priorities between producers, consumers, and policymakers	VET programmes should promote stakeholder collaboration through industry partnerships, community projects, and interdisciplinary learning

Source(s): Authors’ own work