Cecilie Beinert

• Beinert, Cecilie; Nistås, Anita; Myrvoll, Eli Anne; Vik, Frøydis Nordgård & Røed, Margrethe (2026). Beyond the plate: Exploring students’ experiences with a food education intervention in an after-school program setting. Public Health in Practice. 12. doi: 10.1016/j.puhip.2026.100815. Full text in Research Archive Show summary

  Objectives Establishing healthy dietary patterns in childhood lowers the risk of developing non-communicable diseases. After-school programs are important settings in public health work, as they reach a majority of young students and shape everyday food and meal practices. The aim of this study was to explore students’ experiences of being “food agents”, a central role in an intervention aiming to increase food literacy competencies. The after-school program employees' experiences with students as food agents during the intervention were included in the analysis, to broaden the perspectives. Study design Qualitative focus groups and individual interviews. Methods Qualitative focus groups with 19 students from 2nd (7-8 years old) to 4th grade (10-11 years old) and individual interviews with six after-school program employees in Norway. The anonymous transcripts were uploaded to Nvivo 15 and analysed inductively using Braun and Clarkes reflexive thematic analysis approach. Results The students enjoyed being part of the intervention and acting as food agents. They reported joy of preparing and serving food, learning new cooking skills and trying new foods. Gaining responsibility and receiving positive feedback from peers on their work is something which provided them with a sense of growth and mastering. This feedback was supported by the staff who observed positive engagement among the students. Conclusions Our results suggest that including students in preparing and serving meals in after-school programs can provide students with valuable experiences related to both food literacy competencies and personal growth.

• Ruge, Dorte; Johannsen, Heather Dawn; Gaarsmand, Solveig; Lauridsen, Anja Rousing; Thedchanmoorthy, Thujetha & Janik, Zdenek [Show all 12 contributors for this article] (2024). Interdisciplinarity and the fostering of sustainable - competences-implications and limitations. Futures of Education, Culture and Nature - Learning to Become (FECUN). ISSN 2794-2899. p. 99–127. Full text in Research Archive
• Røed, Margrethe; Beinert, Cecilie; Bjornes, Camilla & Vik, Frøydis Nordgård (2024). Sustainable Diets: A submodule in the SustainComp Curriculum. Futures of Education, Culture and Nature - Learning to Become (FECUN). ISSN 2794-2899. 2(3), p. 11–27. Full text in Research Archive
• Beinert, Cecilie; Røed, Margrethe & Vik, Frøydis Nordgård (2024). How effective is nutrition training for staff running after school programs in improving quality of food purchased and meal practices? A program evaluation. BMC Research Notes. 17(1). doi: 10.1186/s13104-024-06798-5. Full text in Research Archive
• Bjørkkjær, Tormod; Palojoki, Päivi & Beinert, Cecilie (2023). Harnessing the untapped potential of food education in schools: Nurturing the school subject Food and Health. Maternal & Child Nutrition. ISSN 1740-8695. 20(S2). doi: 10.1111/mcn.13521. Full text in Research Archive Show summary

  Essential life skills related to food and meals have a potential triple dividend for children and adolescents, that is, short-term, medium-term and possible generational effects with regard to public health, sustainability and well-being of future citizens in local communities. While parents and childhood environments are a basis for learning about food and meals, systematic food education in the setting of primary and lower secondary schools may have a significant role that should be utilized more strongly, reaching and benefitting all pupils from a life course perspective. Through this article, we explore the current state of the art of the mandatory school subject Food and Health (FH) from the Nordic perspective. Our leading questions are: (1) What potential is currently utilized and which future potential does FH education have in primary and secondary schools in terms of food education for essential life skills and competencies, and (2) How can this untapped potential be better harnessed with a goal of facilitating better learning in FH? Drawing on data from Norway as a case study, supported by Swedish and Finnish data, we discuss the status, challenges and potential reformation of food education, focusing on FH. This includes perspectives on the prioritization of the FH subject and the organization of more systematic food education in schools, which might improve FH's status and significance. Combining theory–practice, creating room for discussion and focusing less on cooking-related activities may better facilitate learning in FH. Without proper FH, food education might be nonsystematic, thereby generating unequal outcomes for children and adolescents.

• Beinert, Cecilie; Øverby, Nina Cecilie & Vik, Frøydis Nordgård (2021). Project LifeLab Food and Health – Innovative Teaching for the Future: Development of Student Active Learning Tasks for Home Economics Education in the 21st Century. Center for Educational Policy Studies Journal – CEPS Journal. ISSN 1855-9719. 11(4), p. 63–80. doi: 10.26529/CEPSJ.1179. Full text in Research Archive
• Beinert, Cecilie; Palojoki, Päivi; Åbacka, Gun; Øverby, Nina Cecilie & Vik, Frøydis Nordgård (2021). “Is there any sugar in bread?” : A qualitative video analysis of student activating learning tasks in Home Economics. Acta Didactica Norden (ADNO). 15(1). doi: 10.5617/adno.8078. Full text in Research Archive
• Engeset, Dagrun; Beinert, Cecilie; Ask, Anne Merete Selvik & Bjørkkjær, Tormod (2021). Food and health teachers’ experience of online teaching of a practical school subject during the initial Corona lockdown. International Journal of Home Economics. 14(2), p. 39–52. Full text in Research Archive Show summary

  Abstract When the Norwegian authorities closed all schools with immediate effect on March 12th 2020 due to Coronavirus, teachers had to find new strategies for educating their pupils online. Food and health are a compulsory subject in Norwegian primary and lower secondary schools, where the main focus is on practical cooking lessons. We hypothesised that practical subjects like food and health would be difficult to perform online. Therefore, we aimed to investigate how food and health teachers carried out their teaching and evaluated the pupils in this challenging situation. A short online survey was developed. An invitation to respond was sent by email to all primary and lower secondary schools containing a link to the survey. The survey included questions about the teachers’ digital tools, how they communicated with the pupils, and how pupils documented their work. A total of 817 food and health teachers responded, and 710 of them completed the full survey. After excluding teachers who had only answered the demographic questions, we ended up with 751 participants. Most teachers taught food and health in 5th-7th grade (44%) and 8th-10th grade (51%). Only 5 % were teaching at 1st-4th grade. 86% of the respondents were women. The most widely used teaching tool used for online teaching was videos found on the internet, closely followed by digital learning platforms. Regarding documentation of the pupils’ work, photos and log were most frequently used. Written communication in digital platforms and video conference was the most preferred tools for keeping contact with the pupils. Although most of the teachers stated that they had changed a lot on both their planned teaching and teaching practice, the majority did not find the teaching, follow-up nor assessment of the pupils too challenging, and most of them were satisfied with their teaching.

• Beinert, Cecilie; Sørlie, Anne Cathrine; Åbacka, Gun; Palojoki, Päivi & Vik, Frøydis Nordgård (2021). Does food and health education in school influence students’ everyday life? Health Education Journal. ISSN 0017-8969. 81(1), p. 29–39. doi: 10.1177/00178969211045722. Full text in Research Archive
• Beinert, Cecilie; Esteri, Palojoki Päivi; Åbacka, Gun; Hardy-Johnson, Polly; Engeset, Dagrun & Hillesund, Elisabet Rudjord [Show all 9 contributors for this article] (2020). The mismatch between teaching practices and curriculum goals in Norwegian Home Economics classes : a missed opportunity. Education Inquiry. doi: 10.1080/20004508.2020.1816677. Full text in Research Archive
• Vik, Frøydis Nordgård; Beinert, Cecilie; Palojoki, Päivi; Hillesund, Elisabet Rudjord; Engeset, Dagrun & Ask, Anne Merete Selvik [Show all 8 contributors for this article] (2020). Differences in formal education among Norwegian Home Economics teachers. Journal of the International Society for Teacher Education. ISSN 1029-5968. 24(2), p. 45–59. Full text in Research Archive Show summary

  Many Norwegian teachers in Food and Health (Home Economics) do not have any formal subject-specific education. This study aims to explore potential differences between teachers with formal versus no formal Food and Health education. In 2018, Food and Health teachers in all primary and lower secondary schools in Norway were invited to answer a web-based questionnaire. In total, 1170 Food and Health teachers completed the questionnaire. We found several differences between the groups. Most importantly, 49% of the teachers at the secondary school level had formal Food and Health education despite national requirements. Also, a higher proportion of the formally educated group showed more contentment with teaching and reported to a greater extent mastering teaching (p≤0.001) compared to the non-educated group. With higher coverage of formally educated teachers in Food and Health, the subject can be strengthened towards fulfilling its potential of being influential for motivation, knowledge and life skills related to food and health.

• Beinert, Cecilie; Øverby, Nina Cecilie; Åbacka, Gun; Engeset, Dagrun; Hillesund, Elisabet Rudjord & Ask, Anne Merete Selvik [Show all 7 contributors for this article] (2020). The state of learning activities in teaching Home Economics : A cross sectional study in Norwegian schools. International Journal of Home Economics. 13(1), p. 2–14. Full text in Research Archive
• Beinert, Cecilie; Hernes, Sigrunn; Haugen, Margaretha & Øverby, Nina Cecilie (2017). No long-term effect of a 2-days intervention on how to prepare homemade food, on toddlers' skepticism for new food and intake of fruits and vegetables and sweet beverages: a randomized, controlled trial. BMC Research Notes. 10. doi: 10.1186/s13104-017-2931-z. Full text in Research Archive Show summary

  Objective Optimal nutrition from early age reduces the risk of developing non-communicable diseases later in life. The aim of this study was to examine the long-term effect on toddlers’ fruit and vegetable intake and sweet beverages, and skepticism for new food, of a 2-days’ intervention on how to prepare homemade food for toddlers. Results The effect of the cooking intervention was evaluated by a randomized, controlled trial where 110 parents of 4–6 months old infants were included. Child diet and food skepticism were measured at 6, 15 and 24 months of age. There were no differences between the control and intervention group in the consumption of fruits and vegetables and intake of water or sweet beverages at 15 and 24 months. There were no differences between the control and intervention group, respectively, in percentage reporting having children who were skeptical regarding new food at baseline (29% vs 20%, p = .372), nor at 3 and 9 months after the intervention (20 vs 18%, p = .804 and 43% vs 32%, p = .383). The intervention did not influence intake of fruits and vegetables, nor did it reduce food skepticism among toddlers.

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• Bjørkkjær, Tormod; Dversnes, Hanne Andersen; Røed, Margrethe; Palojoki, Päivi; Beinert, Cecilie & Aadland, Eli Kristin (2025). Learning about healthy diet in Food and Health? - A national teacher survey. Scandinavian Journal of Public Health. ISSN 1403-4948. 52(2), p. 17–17. doi: 10.1177/14034948251370642. Full text in Research Archive
• Bjørkkjær, Tormod; Dversnes, Hanne Andersen; Røed, Margrethe; Palojoki, Päivi; Beinert, Cecilie & Aadland, Eli Kristin (2025). Læring om helsefremmende kosthold i mat og helse? ​ - nasjonal lærerundersøkelse. Full text in Research Archive Show summary

• Vik, Frøydis Nordgård; Røed, Margrethe & Beinert, Cecilie (2024). How effective is an educational intervention targeting staff running after school programs (ASP) in changing the foods in line with dietary guidelines? Full text in Research Archive
• Ruge, Dorte; Vik, Frøydis Nordgård; Johannsen, Heather Dawn; Zdeněk, Janík; Kostanjevec, stojan & Reissmannova, Jitka [Show all 12 contributors for this article] (2024). Sustainable Competences in Higher Education -Design Based Research Development of New ESD Curriculum. Full text in Research Archive
• Valand, Ida Ulrikke; Beinert, Cecilie & Bjornes, Camilla (2023). Skills for life-podden, episode 3: Hvordan få til et sunt og variert kosthold i en travel studiehverdag? [Internet]. Spotify, Google Podcasts, Apple Podcasts. Full text in Research Archive Show summary

  Førsteamanuensis Cecilie Beinert og universitetslektor Camilla Bjornes kommer med tips og triks om sunn og variert mat i studietida.

• Bjørkkjær, Tormod; Palojoki, Päivi & Beinert, Cecilie (2023). På tide å ta matkompetanse seriøst? Full text in Research Archive
• Beinert, Cecilie (2023). Bærekraftig kosthold- matens betydning for å oppnå FNs bærekraftsmål 2. Full text in Research Archive
• Vik, Frøydis Nordgård; Øverby, Nina Cecilie & Beinert, Cecilie (2021). Utdanningsnivået blant mat- og helselærere i Norge er urovekkende lavt. Full text in Research Archive
• Beinert, Cecilie (2021). Fungerer mat- og helsefaget slik det er tenkt? [Radio]. NRK Sørlandet. Full text in Research Archive
• Beinert, Cecilie (2021). The state of learning activities in teaching Home Economics: A cross sectional study in Norwegian schools. Full text in Research Archive
• Engeset, Dagrun; Beinert, Cecilie; Ask, Anne Merete Selvik & Bjørkkjær, Tormod (2021). Frå undervisningskjøkken til digital undervisning - mat og helselærarar si oppleving av undervisinga under korona-nedstenginga våren 2020. Full text in Research Archive
• Guttormsen, Vigdis & Beinert, Cecilie (2021). Portrettintervju med Cecilie Beinert. [Journal]. Mat og helse i skolen. Full text in Research Archive
• Skogedal, Magnus Nødland & Beinert, Cecilie (2021). Mye mat og lite helse i mat- og helsefaget. [Internet]. Forskning.no. Full text in Research Archive
• Beinert, Cecilie (2021). Mat- og helsefagets ubrukte potensial - med perspektiver på fremtiden. Full text in Research Archive
• Vik, Frøydis Nordgård; Øverby, Nina Cecilie & Beinert, Cecilie (2021). Utdanningsnivået blant mat- og helse-lærere er urovekkende lavt. Full text in Research Archive
• Beinert, Cecilie; Vik, Frøydis Nordgård; Åbacka, Gun & Øverby, Nina Cecilie (2019). Lifelab Food and health. Inovative teaching for the school of the future. Full text in Research Archive
• Beinert, Cecilie; Øverby, Nina Cecilie; Åbacka, Gun & Vik, Frøydis Nordgård (2019). LifeLab mat og helse. Innovativ undervisning for fremtidens skole. Mat og helse i skolen. ISSN 1890-3193. p. 20–21. Full text in Research Archive
• Beinert, Cecilie; Vik, Frøydis Nordgård; Øverby, Nina Cecilie & Åbacka, Gun (2019). LifeLab Mat og helse. Innovativ undervisning for fremtidens skole. Full text in Research Archive
• Beinert, Cecilie (2018). Deltakelse Forskningstorget Kristiansand. Full text in Research Archive
• Vik, Frøydis Nordgård; Røed, Margrethe; Åbacka, Gun Katarina; Beinert, Cecilie & Øverby, Nina Cecilie (2018). Et felles løft for gode matvaner på skolen. Full text in Research Archive
• Beinert, Cecilie (2016). Salt i kostholdet. [Radio]. Radio Sør Kristiansand. Full text in Research Archive
• Vik, Frøydis Nordgård; Ruud, Vemund & Beinert, Cecilie (2024). Prosjekt Skolemat - Sluttrapport. UiA. Full text in Research Archive
• Røed, Margrethe; Beinert, Cecilie & Vik, Frøydis Nordgård (2023). Læringsrik mat på SFO i Lindesnes. Universitetet i Agder. Full text in Research Archive
• Beinert, Cecilie (2021). “An unexploited potential” LifeLab Food and Health: Assessment and Development of Teaching and Learning Practices in the Norwegian School Subject Food and Health. Universitetet i Agder. ISSN 9788284270203. Full text in Research Archive Show summary

  Adhering to a healthy diet is key to a healthy life. Furthermore, investing in child and adolescent health has been highlighted as particularly important since it benefits the individual both now and long-term, as well as future generations. Based on this, schools have been identified as a crucial arena to reach this age group. In Norway, the school subject termed Food and Health (FH) educates students in food and nutrition and how this is related to health. Still, there is concern students are not acquiring the competencies highlighted in the curriculum since the number of formally qualified in FH is the lowest among all school subjects. Also, FH classes today primarily focus on cooking and the development of students’ cooking skills, leaving little time for more comprehensive FH education, which contributes to this concern. The aims of this thesis were twofold: first, to map teaching practices in FH in Norway, at the national and school levels, with special emphasis on learning activities, teacher competence, and experiences among FH teachers and students in Norway; second, to develop and test different student-activating learning tasks aiming to strengthen comprehensive FH education. This thesis has been based on four papers. In Papers I and II, an anonymous online questionnaire was developed and distributed to all primary and lower secondary schools in Norway to map FH teachers’ teaching practices, formal competence, and experiences at the national level. In Paper III, focus group discussions (FGDs) with teachers and students were conducted to explore current teaching practices and their experiences of the subject at the school level. The findings from these FGDs, together with the literature on pedagogics, were then used to develop the learning tasks. Finally, for Paper IV, the developed learning tasks were tested at three schools recruited for the project using video recording and observation to collect data.

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