國際食農教育研究趨勢及其對臺灣推動青少年食育的啟示

Trends in International Food and Agricultural Education Research and Their Implications for Promoting Adolescent Food Education in Taiwan

近年來，食育、食農教育與永續發展逐漸成為教育的重要議題。隨著研究領域快速擴展，相關文獻已涵蓋營養教育、農業教育、環境教育、校園農園、食物素養與食物系統等多元主題，整體發展脈絡與研究焦點有待進一步釐清。本文採用書目計量分析方法，以Scopus與ERIC資料庫所收錄之相關文獻為主要資料來源，共取得630筆文獻紀錄，並透過關鍵字共現分析、年份疊加分析及熱點密度分析，探討國際食農教育相關研究之知識結構、發展趨勢與研究熱點。研究結果顯示，國際食農教育相關研究已逐步形成涵蓋個體學習、場域連結與社會環境等多層次知識結構，並呈現由環境倡議、教育體制化到素養導向與成效評估之發展軌跡。目前研究熱點仍集中於營養、健康、兒童與學生學習成果等議題，而政策支持、社區參與及環境脈絡等主題相對仍有深化空間。整體而言，國際研究顯示，食育與食農教育正共同朝向素養培育、食物系統理解、永續發展與行動能力等方向延展。本文作為一篇研究趨勢分析，並非針對特定食育方案進行成效評估，而是從國際文獻版圖出發，提出臺灣推動青少年食育時，可在既有健康飲食教育基礎上，進一步連結食農素養、食物系統理解與永續行動能力培育，作為未來課程發展、健康促進與教育實務推動之參考。

In recent years, food education, food and agricultural education, and sustainable development have become increasingly important issues in education. As this research field has expanded rapidly, the related literature has covered diverse topics, including nutrition education, agricultural education, environmental education, school gardens, food literacy, and food systems. However, the overall developmental trajectory and research focus of this field still require further clarification. This study adopts bibliometric analysis, using relevant literature indexed in the Scopus and ERIC databases as the main data sources. A total of 630 bibliographic records were retrieved. Keyword co-occurrence analysis, overlay visualization, and density visualization were conducted to examine the knowledge structure, developmental trends, and research hotspots of international food and agricultural education research. The findings indicate that international research on food and agricultural education has gradually formed a multi-level knowledge structure encompassing individual learning, connections across learning settings, and broader social environments. The field also shows a developmental trajectory from environmental advocacy and educational institutionalization toward literacy-oriented approaches and outcome evaluation. Current research hotspots remain concentrated on nutrition, health, children, and student learning outcomes, while topics such as policy support, community participation, and environmental contexts still require further development. Overall, international research suggests that food education and food and agricultural education are jointly extending toward literacy development, food systems understanding, sustainable development, and action competence. As a research trend analysis, this article does not evaluate the effectiveness of a specific food education program. Instead, it draws on the international literature landscape to suggest that, when promoting adolescent food education in Taiwan, educators and policymakers may build upon existing healthy eating education and further connect it with food and agricultural literacy, food systems understanding, and sustainable action competence. These findings may serve as a reference for future curriculum development, health promotion, and educational practice.