Innovative curriculum strategies for managing the future of food science, technology and engineering education

The rapid advancement of science and technology, driven by digitalization and artificial intelligence, underscores the need to reevaluate food science, technology, and engineering (FST&E) education. A global study with 688 respondents examined key challenges and opportunities in this evolving field, gathering input from professionals and students in Africa, China, Eastern and Western Europe, USA & Canada, and South America & Mexico. The study aimed to identify strategies such as hybrid teaching, project-based learning, interdisciplinary collaboration, and internships to meet future educational demands. Principal Component Analysis highlighted two key factors: professional development (PC1), which grouped adaptability, employability, soft skills, and apprenticeships; and future-oriented education (PC2), clustering hybrid teaching, curriculum revisions, nutrition integration, and research projects. African participants placed greater emphasis on these factors compared to USA respondents. A notable finding was the lower engagement of food engineering (FE) professionals with both principal component factors compared to their food science and technology (FST) counterparts. This suggests a possible resistance to change or higher satisfaction with the status quo, which could limit FE professionals' ability to meet future business and innovation requirements. This is concerning given the rapid technological and science progress and the necessity for new curricula that foster innovation. The study underscores the importance of adapting FST&E education to regional differences and evolving industry expectations. It advocates for strategic educational transformations that integrate emerging technologies, interdisciplinary approaches, and practical learning opportunities to equip students for future challenges and capitalize on new opportunities in the FST&E field.