Abstract
This study explores the impact of food geography education on developing food geographer competencies and enhancing food sustainability action intentions through a conceptual model aligned with Sustainable Development Goals (SDGs). The theoretical framework integrates Boyatzis’s competency model and the Theory of Planned Behavior to evaluate how educational interventions influence psychological, social, and environmental factors. The study adopts a process-oriented research design, utilizing a qualitative literature review to identify core tasks of food geographers and link these tasks to specific SDG domains. Competencies such as geospatial technology application, sustainable agriculture advocacy, community engagement, and sustainable food education are mapped to critical SDGs, including SDG 2 (Zero Hunger), SDG 12 (Responsible Consumption and Production), and SDG 15 and 14 (Life on Land and water). The findings highlight the diverse roles of food geographers, including sustainability advocates, geospatial analysts, and community coordinators, showcasing their impact on food systems and sustainability practices. The study identifies 19 critical competencies, categorized into clusters such as Geospatial Technology and Monitoring, Sustainable Agriculture, and Community Coordination, essential for addressing complex food system challenges. Moreover, the study successfully conceptualizes a research model to investigate the impact of food geography education on student competencies for food sustainability actions and sustainability action intentions, offering a structured approach for future empirical studies. The study provides practical implications for curriculum development, instructional strategies, and professional development programs, emphasizing the need for a holistic approach that integrates education, policy, and community engagement.
Keywords: Competency Development, Food Geography Education, Food Sustainability, Sustainable Development Goals (SDGs).