Abstract
Background: Culinary education occupies a strategic position at the intersection of gastronomy, nutrition, and public health. In Puerto Rico, post-secondary culinary programs prepare professionals who influence food environments, dietary behaviors, and cultural food practices. Despite strong technical training, evidence suggests that culinary students often exhibit suboptimal eating habits and limited translation of nutrition knowledge into sustained healthy behaviors.
Purpose: This conceptual manuscript proposes a theory-driven curriculum reform model that integrates behavioral science and nutrition into culinary education, grounded in established behavior change frameworks.
Methods: A narrative and conceptual synthesis was conducted using peer-reviewed research on eating behaviors among culinary students, reviews of experiential learning and behavioral mediators, and curricular mapping of associate-degree culinary programs in Puerto Rico.
Results: Three curricular pillars emerged: integrative capability, supportive opportunity, and reflective motivation. Mapping revealed strong technical instruction but limited integration of behavioral determinants. A theory-driven framework is proposed to embed nutrition literacy, sustainability, and behavior change strategies across culinary coursework.
Conclusions: Integrating behavioral science into culinary curricula may enhance the translation of culinary competence into sustained healthy and sustainable food behaviors. The proposed model offers a scalable framework aligned with public health and preventive medicine goals.