College Student Perceptions of a Pilot Cooking and Nutrition Education Workshop Through the Lens of the Social Cognitive Theory: A Qualitative Study

Abstract

This study qualitatively examined college students' perceptions of a pilot cooking and nutrition workshop, College Cooking Connection (CCC), through the Social Cognitive Theory (SCT) framework. Undergraduate students who attended at least one CCC workshop (N = 29) were invited to a 30 min virtual focus group. A trained moderator guided the discussion to gather perceptions of the program. Themes were identified using thematic analysis with a directive and deductive approach based on SCT. Focus groups revealed eight major themes across the SCT. Cognitive themes included: (1) improved nutrition literacy, (2) understanding the nutrition-mental health connection, and (3) increased awareness of campus resources. Behavioral themes included: (4) improved life skills such as kitchen safety, budgeting, and grocery shopping, (5) enhanced cooking self-efficacy through hands-on learning, and (6) recognition of behavioral barriers to nutrition. Environmental themes included: (7) enjoyment of social interaction and community connection, and (8) acknowledgment of environmental barriers to nutrition. Findings highlight the value of cooking and nutrition education programs like CCC in enhancing cognitive, behavioral, and environmental factors that influence health in college students. Health programming on campuses can equip students with the knowledge and skills to sustain healthy habits long-term.

“Beyond the overall mood of the class, participants frequently emphasized the sense of community CCC fostered. They spoke positively about working alongside peers, which made the experience more enjoyable and collaborative.”

Introduction

Young adulthood (ages 18-30) is a formative period marked by the pursuit of autonomy and independence. ¹ During this stage, many young adults attend college, with a significant proportion of students at 4-year public institutions in the United States living independently on campus (29%) or off campus (52.3%). ² The college years represent a critical transitional phase, as students often experience independence from parental or caregiver supervision for the first time. ¹ This newfound freedom provides opportunities to establish behaviors and routines shaped by individual knowledge, preferences, and social environments. ¹ However, it is also during this period that many students begin to adopt unhealthy habits, including poor dietary behaviors, physical inactivity, and inadequate stress management. ¹ These patterns, once established, can persist into adulthood and contribute to obesity, and therefore long-term health risks. ¹

Several studies have found that college students experience the greatest increase in overweight and obesity among all age groups. ³ Obesity is linked to many serious health conditions including cardiovascular disease, type two diabetes, respiratory disease, and cancer, reaching an estimated 173 billion US dollar annual medical care cost in the United States. ⁴ Perceived stress and risk of obesity among college students are related, ⁵ and higher levels of perceived stress are also associated with higher levels of mental health problems. ⁶ While obesity is influenced by a variety of factors such as genetic, metabolic, hormonal, and environmental barriers, unhealthy behaviors such as diets high in ultra-processed, calorie dense foods, and physical inactivity are primary contributors. ⁷

Research consistently shows that college students exhibit poor diet quality. ⁸ In particular, diets tend to be low in fruits, vegetables, and fiber, all of which are essential components of a healthy eating pattern. ⁹ Instead, college student diets are frequently high in ultra-processed, convenience food, resulting in overconsumption of saturated fat, sodium, and added sugar. ⁹ With obesity being closely linked to poor diet quality and insufficient physical activity, ⁷ factors such as adequate nutrition literacy and cooking self-efficacy can play a key role in decreasing risk.^1,10

Many students enter college with a lack of nutrition training and education, leaving students underprepared to make informed, healthful dietary choices. ¹¹ As a result, many college students have poor nutrition literacy, defined as the ability to obtain, process, and understand nutrition information and skills needed to make appropriate nutrition decisions.^1,12 Several studies have highlighted this gap in knowledge; for example, research consistently shows that college students often underestimate calorie intake and overestimate the nutritional value of popular convenience foods. ¹² However, targeted nutrition interventions, such as brief educational workshops and interactive online modules, have proven effective in improving students’ understanding of nutrition. ¹³ These interventions not only increase knowledge but also encourage healthier eating behaviors, suggesting that minimal exposure to nutrition education can lead to improvements in dietary choices among young adults. ¹³

In addition to nutrition literacy, cooking self-efficacy, defined as the confidence in performing cooking tasks, is another critical factor in supporting a healthy dietary pattern.^14,15 Among college students, low cooking self-efficacy is commonly associated with higher reliance of convenience foods and ultra-processed meals; dietary patterns linked to poor health outcomes. ¹⁴ Studies have shown that individuals with higher cooking self-efficacy are more likely to consume fruits, vegetables, and whole foods, as well as prepare meals at home more frequently.^14,15 For example, one study found that participation in a cooking show intervention significantly improved students’ confidence in their cooking skills and led to better dietary choices. ¹⁵ A similar study reported that hands-on cooking classes not only increased cooking self-efficacy but also translated into healthier eating behaviors and more frequent home cooking. ¹⁴ These findings suggest that building cooking confidence through education and exposure to basic food preparation skills may be an effective strategy for promoting long-term dietary health, particularly among young adults navigating independent living for the first time.

Poor mental health can further complicate eating behaviors, particularly when combined with low nutrition literacy and limited cooking self-efficacy. Among college students, mental health issues such as stress, anxiety, and depression are common. ¹⁶ Research has shown that students experiencing high levels of psychological distress are more likely to engage in emotional eating, skip meals, and consume more processed and high-sugar foods. ¹⁶ For instance, one study found a strong correlation between depressive symptoms and increased intake of fast food and snacks and decreased consumption of fruits and vegetables among female university students. ¹⁶ Additionally, poor mental health may reduce motivation and energy levels, making it more difficult for students to prepare meals or prioritize nutrition. ¹⁶ Mental health challenges, when paired with inadequate knowledge about nutrition and a lack of cooking confidence, create a compounded risk for unhealthy eating behaviors during young adulthood. Addressing mental health concerns alongside nutrition literacy and cooking self-efficacy through targeted health interventions may be key to fostering more sustainable, healthful habits in the college population.

Using theory to guide the development of health interventions can be key to enhancing their effectiveness. ¹¹ The Social Cognitive Theory (SCT) is particularly well-suited for nutrition and health promotion because it emphasizes the dynamic interaction between personal, behavioral, and environmental influences. ¹⁷ The SCT highlights constructs essential to shaping dietary behaviors and lifestyle factors in college students, such as self-efficacy, outcome expectations, observational learning, and behavioral capability. ¹⁷ One successful example of an SCT-based intervention utilized a cooking activity and nutrition education approach to improve attitudes, behaviors, and self-efficacy around healthy eating and cooking. ¹¹ The intervention found an increase in reported fruit and vegetable intake and cooking frequency, along with a decrease in meal skipping. ¹¹ The success of this intervention underscores the value of applying theoretical frameworks like the SCT when aiming to enhance health behaviors in college populations.

Despite evidence supporting the effectiveness of nutrition education and cooking interventions, few studies have qualitatively explored college students’ perceptions of tested programs using a theoretical framework such as the SCT. Additionally, there is limited understanding of how these interventions influence students’ self-efficacy, nutrition literacy, and behavior change from the participants’ perspective. In-depth qualitative research is needed to inform program development utilizing the voice of student participants. The objective of this study was to qualitatively examine college students’ perceptions of a pilot cooking and nutrition education workshop, titled College Cooking Connection (CCC), through the lens of the three constructs of the SCT. It was hypothesized that themes identified from the focus groups would support the feasibility of the CCC program as an effective workshop for improving cooking and nutrition education.

Methods

Study Design

This research qualitatively evaluated college students’ perceptions of the pilot cooking intervention, CCC, through focus group discussions with participants. This study was conducted in accordance with the Declaration of Helsinki and approved by the University of Kentucky Institutional Review Board (#61400) and the University of Maine (14 July 2020). A detailed informed consent document was emailed to all students who indicated interest in participating in a focus group. Verbal consent was confirmed by participants at the start of each session. Participation was voluntary, and respondents could decline to answer any question or withdraw from the focus group at any time.

Participants and Recruitment

A semester-long pilot cooking and nutrition education program, titled CCC, consisted of four workshops. Workshops included a brief nutrition education lesson followed by a hands-on, relevant cooking component. Nutrition education lessons covered topics including knife skills and MyPlate guidelines, foods to support mental health, grocery shopping and budgeting tips, and meal prepping skills. Additionally, participants received weekly text messages highlighting campus resources, such as the student wellness center, the campus food pantry, and recreational trails.

Students who completed at least one CCC workshop (N = 29) were recruited via email invitation in April 2023 to participate in a focus group discussion regarding their experience with the pilot cooking and nutrition education workshop. Additional inclusion criteria for a focus group included being aged 18 or older and a full-time undergraduate student (i.e., enrolled in at least 12 credit hours). Individuals interested in participating received an email with scheduling information, directing them to sign up for one of four pre-selected time slots.

Focus Group Procedures

Four semi-structured focus groups were conducted via Zoom in May 2023, approximately three weeks following completion of the CCC workshop. Each group included anywhere from two to four participants and lasted an average of 19 minutes. Discussions were led by a trained moderator with a guide of ten semi-structured questions with additional probes centered around participants’ experience with CCC. See Table 1 for the full focus group guide. Students received a 20.00 USD Amazon e-gift card upon completion of the focus group as an incentive for their time and insights.

Table 1.

Semi-structured Focus Group Guide for Exploring Participant’s Experience in Participating in the College Cooking Connection.

Question number	Open-ended questions and Sub-probes
1	● Can everyone go around the room and share your first name and your year in college?
2	● Why did you decide to participate in CCC?
3	● How would you describe CCC to others?
4	● Tell me about an experience you have had with CCC that stands out. Now I’m going to go through a series of topics related to CCC and ask that you share any experiences that stand out to you in regard to the topic ○ Cooking skills? ○ Budgeting? ○ Grocery shopping? ○ Thoughts about healthy eating? ○ Mental health?
5	● Can you describe any changes we could make to improve the experience for others in the future?
6	● How, if at all, has CCC impacted your perception of the relationship between eating a healthful diet and mental health? ○ How does cooking and eating a nutritious meal make you feel?
7	● Please describe some barriers of cooking a nutritious meal and why they might exist
8	● Please share your experience with the text message component of the program ○ What did you find helpful (if anything) about the text messages?
9	● How does CCC compare to other health education sources such as websites or YouTube videos?
10	● Is there anything else you would like to share about your experience with CCC?

Data Analysis

Focus groups were audio-recorded via Zoom using its live transcription feature, which automatically transcribed spoken content in real-time to facilitate accurate record of the discussions. Confidential notes were also taken during each session to supplement the transcription and ensure discussions were accurately captured. Two research assistants independently reviewed the transcripts to ensure accuracy, cross verifying the automated transcriptions against the audio recordings. Participant names and any personally identifiable information were removed from transcripts.

Thematic analysis was independently conducted by four research assistants using a directive and deductive coding approach. Initial themes were first identified and freely categorized, then systematically organized into one of the three constructs of the SCT.^17-19 Research assistants met to compare individual analyses, discuss discrepancies, and reach a consensus on the final set of themes, incorporating supporting quotes from participants to validate the findings. Coders came to a consensus on overarching themes with supporting text segments to ensure saturation was met.

Results

Of the 29 students who participated in at least one CCC workshop, 11 participated in a focus group session, resulting in a 38% participation rate. Nearly half of the focus group participants were freshmen (45.5%). To protect confidentiality given the small sample size, demographic data of focus group participants was not collected. Demographic data from the larger pool initially enrolled in CCC (N = 64), from which the focus group participants were recruited was recorded. This broader group was predominantly female (70.3%), White (79.7%), and heterosexual (59.4%). While it is not possible to directly apply these characteristics to the focus group subset, this information offers general context about the likely composition of the participant pool.

Thematic analysis showcased participant reflections of the CCC pilot intervention, with findings organized into eight themes aligned with the three constructs of the SCT. Major themes are presented in Table 2, with supporting quotes following.

Table 2.

Major Themes Aligning With the Social Cognitive Theory From Focus Group Discussions With College Students Participating in a Pilot Cooking and Nutrition Education Workshop (N = 11).

Social cognitive theory constructs	Major themes
Cognitive	1. Improved Nutrition Literacy 2. Nutrition-Mental Health Connection 3. Increased Awareness of Campus Resources
Behavioral	4. Improved Life Skills Such as Kitchen Safety, Budgeting, and Grocery Shopping 5. Improved Cooking Self-Efficacy Through In-Person Learning 6. Acknowledgement of Behavioral Barriers Impacting Nutrition
Environmental	7. Enjoyment of Social Interaction & Community Connection 8. Acknowledgement of Environmental Barriers Impacting Nutrition

Theme 1: Improved Nutrition Literacy

A central theme that emerged around the SCT was Improved Nutrition Literacy as a result from participating in the CCC workshop, tapping into the cognitive construct of the SCT. One student shared the collective thoughts of the group, “It went over a lot of stuff I wasn’t expecting like how to budget, and like low sugar, low carb foods, and it went into a lot of the science stuff that I didn’t really know before.” This was corroborated by another who stated, “I don’t think I’ve ever had an egg sandwich that actually had veggies in it. I didn’t realize, like, how easy it is to just incorporate like that stuff into, like, everyday food.” Demonstrating how participants gained knowledge on improving the nutritional value of meals. Another added “It’s not like you have to eat fruits and veggies every time, but there’s definitely some things you can substitute, like whole grain pasta or just adding certain things like vegetables into my meat sauce or vegetables into the egg sandwiches.” These quotes demonstrate CCC’s effectiveness in improving nutrition literacy among participants.

Theme 2: Nutrition-Mental Health Connection

A shared experience among participants was discovering the connection between mental health and nutrition. In general, participants reported increased knowledge as a result of the program, reflecting the cognitive construct of the SCT, “I think it was really helpful to know, because before taking the classes, I wasn’t aware, like, the connection between our gut and our brain, which I found really interesting.” Another added, “I feel like I’ve learned about and thought about how, like, nutrition and physical health are related, but the mental health portion wasn’t really something that I ever considered.” Furthermore, one participant added, “It changed my perspective in a sense that they’re very related.”

Students expressed a sincere interest in the nutrition-mental health connection, “I feel like that was also the most new information that I was given like the rest of it was kind of you know it, it was a very beginner friendly experience, and so I feel like most of it was stuff that I knew, and that class kind of provided a lot of new information which I thought was really cool,” with one student stating, “I actually ended up like afterwards I went home, and just like did a bunch of research on it on my own.”

Theme 3: Increased Awareness of Campus Resources

With regard to the text messaging component of the program, awareness of campus resources was generally increased. Multiple participants cited increased awareness of the campus trail system, food pantry, and the student wellness center as a result of the text messages. One participant stated, “I think just having those gentle reminders of like, ‘hey, there’s opportunities for you to go talk about things, or there’s an on-campus Food Community cabinet’, I think it was called. So just finding out more opportunities about stuff on campus that I didn’t know about beforehand.” When discussing the campus food pantry, one participant added, “I have never heard of the Black Bear Exchange before, and I liked how it kind of made it seem very inclusive, and that, like you didn’t have to fit a certain profile in order to go like just anybody could go.” Shared among participants was increased usage of campus trails following the text messages, “The one that I did actually pay attention to, and use is the trails. I have a dog, so it was, like, nice to walk all of the trails and how they connect and stuff.” The text messages piqued interest enough that participants were inspired to look further into the information provided: “I think there was one about the trails on campus which I knew the campus had, but I didn’t know, like where they were. So, the text, like led me to do my own research to like, find a map and stuff.”

Theme 4: Improved Life Skills Such as Kitchen Safety, Budgeting, and Grocery Shopping

Beyond increasing cognition, the program also supported the development of practical skills that will benefit participants in life, aligning with the behavioral construct of the SCT. In regard to kitchen safety, one participant stated, “I actually also really appreciated the initial class with, like the safety, and, like knife skills, because I will not cut the same now, like I actually hold it the way that they showed me.” This emphasis on safety techniques gave participants confidence in their basic cooking abilities. Another added, “But like holding the knife, like making sure you’re using a potholder,” highlighting the practical nature of the instruction and its immediate applicability in daily life.

Several participants cited budgeting and grocery shopping tips as valuable skills they had gained. These lessons helped to shift perceptions around the cost of healthy eating. In regard to budgeting skills, one participant noted, “I always associate healthy eating with expensive eating. So it was good to talk about how you can eat healthy while not breaking the bank.” This sentiment was echoed by another who said, “I think it was very valuable as, like a college student, because everyone’s pretty poor in college… I thought it was important to know, like, you can still eat comfort foods while staying on a budget.” In addition to budgeting, participants benefited from learning about couponing and grocery store reward programs. One participant stated, “They like gave examples of using coupons using rewards for certain grocery stores, which I think is very helpful.” Another added, “They gave like real-life examples on things that you can do to save money while you’re planning out your meals. And then they gave us, like sheets as well. That was very helpful, being able to visualize how you should meal prep throughout the week, and how that would help you on a budget for every week.”

Participants also developed skills in comparing food products by reading ingredient labels, which helped to reinforce the value of store brand items. As one participant observed, “If I just sit there and I read the ingredients on like, say, like, the ketchup like the Hannaford bottle of ketchup and like Heinz brand bottle of ketchup, you can tell they’re the exact same. Yeah, I think…I think that’s definitely like a great takeaway.” Similarly, another participant noted, “I think it’s valuable to know that you can just buy, like Hannaford brand stuff without feeling guilty.”

Theme 5: Improved Cooking Self-Efficacy Through In-Person Learning

These practical lessons were further reinforced through experiential learning opportunities. A hands-on experience was gained through the CCC workshops, which participants found especially impactful due to the in-person format. This setting created a more engaging and motivating learning environment. One participant stated, “It was definitely more useful than other sources, because having the in-person element made me want to go and learn.” Another emphasized the interpersonal aspect, adding, “You know you’re in person, you’re actually talking to people.” The opportunity to actively participate also deepened the learning experience: “It was good to have like the hands-on experience and actually get to work in a lab with all the equipment, all the cooking tools, and the ingredients.”

In-person learning also fostered greater opportunities for interaction and immediate feedback. Participants appreciated being able to ask questions and receive support in real time. For example, one noted, “Having it be in person and being able to have the hands-on approach where the ingredients are there, you have access to a kitchen, there’s other people around you who know what they’re doing so you can ask questions if you need it.” Similarly, another participant shared, “It’s the face-to-face in-person, so it’s easier to ask questions. It’s just a different experience, you know. If I like watch something via YouTube, like a recipe, yes, I can do it but it’s easier, when you have like a teaching person to like help you or just guide you if you have any questions.”

Theme 6: Acknowledgment of Behavioral Barriers Impacting Nutrition

While the hands-on format enhanced learning, participants also reflected on the real-life challenges they face when trying to apply these skills, particularly the ongoing barrier of limited time. For some, demanding academic schedules made it difficult to consistently prepare meals. One participant stated, “I would say my biggest barrier is time. Like I’m in nursing school we have a pretty tight schedule, and it’s like a lot of classes a day, so maybe I won’t have time to, like make my lunch or like dinner if I get out of class late.” Others pointed out that the perception of limited time can be just as impactful as the actual constraint. As one participant put it, “People don’t have a lot of time, or they think they don’t have a lot of time.” This perceived or real-time pressure often led participants to opt for the convenience of eating out rather than cooking at home.

In addition to time constraints, a lack of confidence in one’s ability to prepare nutritious meals emerged as another common barrier. One participant explained, “It’s kind of a daunting task to, like be like, ‘oh, yeah, I’m gonna start eating healthy’. Like you don’t know where to start, you don’t know what to do.” Despite these initial feelings, several participants described a boost in cooking self-efficacy as a result of the CCC program, aligning with the behavioral construct of the SCT. One shared, “Something that I like really took away was how to cut an onion. I think that was like my favorite part, because like I always hate dicing food, but like being able to do it so easily like that….There’s things that I’ll probably use now, and like how to properly hold a knife and everything.” This suggests that the program not only addressed barriers but actively worked to reduce them by building participants’ skills and confidence in the kitchen.

Theme 7: Enjoyment of Social Interaction and Community Connection

As participants reflected on their overall experience, many also expressed appreciation for the social connections fostered through CCC, highlighting the environment aspect of the SCT. The program was described as having a relaxed, non-intimidating atmosphere that encouraged participation and learning. One participant stated, “I think I would describe it as pretty chill. Like not an anxiety-provoking cooking class, because I felt like it was very calm and not busy, but also very valuable.” Another added, “I would say it’s just kinda like, laid back class to go to. To learn about kind of a life skill a little bit and just it’s kinda like a combination between kind of like a club in a class, so it was kind of fun to me.” When asked to describe CCC to others, a participant summed it up simply, “It is very relaxed.” This laid-back tone appeared to contribute to a positive learning environment where participants felt comfortable engaging with both the material and each other.

Beyond the overall mood of the class, participants frequently emphasized the sense of community CCC fostered. They spoke positively about working alongside peers, which made the experience more enjoyable and collaborative. One participant shared, “It’s fun to do it with a group right off the bat.” Another noted, “In a lot of ways it was better because, you know you’re in person, you’re actually talking to people.” The in-person, group-based format appeared to create a space where participants could learn together in a supportive environment. This feeling of connection was reinforced by another participant who said, “I think it’s also kind of nice, too, because like your partners are probably equally as clueless. So you don’t really feel as alone. You don’t really feel as isolated, because like when you’re watching a video like you’re watching like this master just cook this thing without a problem. And then you’re like, what did you do? Like I don’t know what happened between these two steps. But like having someone there also be confused, I think makes you feel like a little less isolated and that you can do it as well as long as you guys help each other out.” In some cases, these shared experiences led to lasting connections, such as one participant who shared, “It’s also nice because I was able to make a friend there who like all the classes we had both shown up, and so we always worked together.”

When discussing the CCC environment more broadly, participants described it as inclusive and accessible to all skill levels. One participant stated, “It was like a very informative welcoming, and also like an all-inclusive cooking class, so that anybody could participate in it.” Others appreciated that the content was practical and approachable, with one participant noting, “I thought the lessons that we discussed were like actually important and not like super intense recipes, but like things you can actually take away and apply them to like everyday life, which I thought was super valuable.”

Theme 8: Acknowledgment of Environmental Barriers Impacting Nutrition

Despite these positive experiences, participants also continued to recognize environmental barriers to cooking a nutritious meal. In particular, many highlighted the challenge of maintaining a healthy diet while living in dorms, where access to full kitchens is limited and reliance on dining halls is common. With regard to understanding the relationship between eating a healthful diet and mental health, participants suggested that CCC could have better addressed the unique circumstances of dorm living. One participant stated, “I think it would have been cool in the lessons if they talked about the dining halls and the menus that are at the dining halls when teaching it, and kind of talked about how to eat at the dining hall, or how to make healthy choices there, because I feel like a lot of it was obviously related to cooking, because that’s what it was about, but obviously a lot of people live in dorms, so it would have been cool to just have one lesson talking about that.” Another participant expanded on this idea by suggesting that the campus dining services could reinforce nutrition education in ways that align with CCC messaging. This participant stated, “I almost wish that the dining hall itself kind of tailored to that, have little posters about which foods, you know help if you’re feeling this way or this way mentally. Just like in general, if the dining halls could implement some of the things that you taught us into their menu and share that information. It would definitely, be a big improvement on the current system.”

In addition to housing-related barriers, the cost of healthy food was frequently cited as a challenge. Several participants expressed that the high price of fresh produce made it more difficult to maintain a nutritious diet. One participant stated, “Fresh fruit and vegetables are more expensive, so money can be a barrier.” Another echoed this concern, adding, “It can be hard to like get vegetables, because they are more expensive sometimes.” Beyond actual costs, participants also pointed to the perception of healthy food as expensive, which in itself discouraged healthier choices. As one noted, “People associate healthy eating with expensiveness. So, that’s kind of why I think that might be a barrier, even though if you like actually sit down and make a grocery list or meal prep, probably wouldn’t be that expensive as you think.” Another added, “But I think there’s just like this whole construct behind like eating healthy is more expensive.”

Closely related to cost concerns was the broader issue of food insecurity. One participant detailed the compounding challenges of affordability and transportation, which made access to nutritious food especially difficult: “I think cost is probably something that has a lot of people worried especially too, because, like when you’re either going to the grocery store and seeing prices getting very high, or having to blame it on like how are you going to get transportation to get over there in the first place is always a bit of concern. Especially too because when you’re seeing like prices go up for like a lot of things, and you end up getting like the cheaper stuff, and it doesn’t turn out to be the most quality of like for food and then you’re having to pay the transportation on top of that so then you’re like having to make those trip worthwhile. So, it makes you need to like making some like tough decisions like split decisions about what you’re going to be for that week or month.”

Additionally, the appeal and ease of convenience food presented another barrier. For students balancing academic demands and limited time, fast food or quick dining options were often the default. As one participant shared, “I think it’s just easier to just like go to the dining hall and get this, or it’s just easier to like run to McDonald’s, it’s right down the street.” Another pointed to limited access to kitchen facilities as a structural challenge that prevents students from preparing their own meals: “Another big factor would just be like the availability of kitchens, because there aren’t really any for those of us who live in dorms. Unless we live in Patch or DTAV there is no access to a kitchen, so that would be another big factor into why, I cannot cook for myself while on campus.”

Discussion

This study qualitatively explored college students’ perceptions of a pilot cooking and nutrition education workshop, CCC, through the lens of the SCT’s three core constructs. The authors hypothesized that students’ feedback would demonstrate CCC’s feasibility as a theory-aligned intervention to enhance nutrition literacy, cooking self-efficacy, and engagement with supportive food environments. Findings from thematic analysis revealed that students’ experiences aligned directly with the cognitive, behavioral, and environmental constructs of SCT, reinforcing the relevance of theory-informed approaches in college-based nutrition education. Eight distinct themes were identified across these three constructs.

Regarding the cognitive construct of the SCT, three key themes emerged. Students reported meaningful improvements in nutrition literacy, including understanding of meal composition, food substitutions, and interpreting ingredient labels, as demonstrated by the theme Improved Nutrition Literacy. These findings highlight CCC’s effectiveness in delivering foundational nutrition education in an engaging and accessible format. These results align with the findings from Gwen and colleagues, who identified theory-based motivators that support behavior change among young adults seeking to improve their dietary habits. ²⁰ Participants also described a new understanding of the connection between nutrition and mental health, reflected in the theme Nutrition-Mental Health Connection. Students considered this insight one of the most surprising and impactful aspects of the workshop.

The CCC text messaging component increased students’ awareness of campus wellness resources, including campus trails, the food pantry, and the wellness center. Several participants indicated they were prompted and excited to explore these resources following their participation in CCC, represented by the theme Increased Awareness of Campus Resources. This finding suggests that pairing digital strategies with in-person learning cam extend program impact, consistent with prior research showing digital nudges can enhance student engagement in wellness programming.^21,22

Three additional themes aligned with the behavioral construct of SCT. Students emphasized the development of tangible life skills, such as kitchen safety, budgeting, and grocery shopping, highlighting CCC’s practical relevance for a college audience navigating time and financial contracts. This was reflected in the theme Improved Life Skills Such as Kitchen Safety, Budgeting, and Grocery Shopping. These results are consistent with McMullen and colleagues evaluation of the College CHEF program, which demonstrated improved self-efficacy for basic cooking techniques among college population.^23-25

In-person instruction also played a crucial role in enhancing the cooking self-efficacy of participants, particularly through hands-on learning and real-time feedback. This was captured by the theme Improved Cooking Self-Efficacy Through In-Person Learning. Students described how guided practice and opportunities to ask questions helped them gain confidence. This experiential learning format appeared to deepen student engagement and skill retention, consistent with SCT’s emphasis on observational learning and self-efficacy building. ¹⁷

Students also identified persistent challenges to healthy eating, reflected in the theme Acknowledgement of Behavioral Barriers Impacting Nutrition. Time constraints due to academic schedules, low confidence prior to CCC, and beliefs that healthy eating was time-intensive were commonly reported. While CCC helped reframe some of these misconceptions, the findings suggest future programs should directly address both perceived and actual time-related barriers.

Two themes emerged in relation to the SCT’s environmental construct. Students described the CCC environment as relaxed, welcoming, and conducive to learning, which supported a sense of community and peer connection. This was reflected in the theme Enjoyment of Social Interaction & Community Connection. Students noted that the group-based format fostered collaborative learning and reduced feelings of isolation. These interpersonal dynamics align with the SCT’s emphasis on social reinforcement and likely enhanced motivation and behavioral adoption. This is consistent with findings by McMullen, who noted that enjoyable in-person cooking classes supported student engagement and confidence. ²³

Despite the positive social atmosphere, students identified structural challenges that limited the application of their new skills, illustrated by the theme Acknowledgement of Environmental Barriers Impacting Nutrition. Students living in dorms frequently reported limited access to kitchens and reliance on dining halls, constraints that were not fully addressed in the CCC curriculum. ²⁶ Participants recommended that future programming incorporate strategies for navigating dining halls and campus-specific food access issues. Cost was also consistently highlighted as a barrier, with several participants expressing difficulty accessing affordable, nutritious food. These insights suggest that institutional factors, such as housing, campus dining policies, and transportation play a significant role in shaping college students’ dietary behaviors.

The CCC workshops took place in spring 2023, approximately three years after the onset of the COVID-19 pandemic, during a time when many students were still adjusting to in-person learning and rebuilding social connections. Prolonged remote education and social distancing had limited students’ access to hands-on learning and peer engagement. CCC offered a unique combination of in-person instruction, fostering community and experiential learning, while leveraging students’ familiarity with mobile communication through strategic text messaging. This hybrid approach aligned with students’ post-pandemic needs, offering both personal connection and accessible digital touchpoints. Research by Nails and colleagues ²⁷ found that college students’ mental health, specifically anxiety and depression, was exacerbated during and after the pandemic due to reduced peer engagement and social interaction. Similarly, Boursier and colleagues ²⁸ linked heightened social media use during isolation with persistent loneliness and anxiety. While the return to in-person learning was expected to resolve these challenges, post-pandemic data suggests that mental health concerns among college students have persisted.^29-32 By bridging digital engagement with social, face-to-face learning, CCC may offer dual benefits: promoting dietary improvements while addressing psychosocial needs in a recovering campus environment.

Collectively, findings across all three SCT constructs underscore CCC’s feasibility and acceptability as a theory-driven intervention for college students. The program supported improvements in nutrition knowledge, cooking self-efficacy, and awareness of barriers to healthy eating. Participants consistently praised the workshop’s content and hands-on, community-based delivery format. The in-person experiential learning and social atmosphere were described as key drivers of engagement, suggesting that CCC was not only educational but also enjoyable. Recommendations to expand content (e.g., navigating dining halls) indicate that students found the program relatable and adaptable to their lived experiences. As institutions seek strategies to support student health and well-being, these findings reinforce the potential of CCC to be scaled or replicated in other campus settings with similar student populations.

Strengths & Limitations

A key strength of this study was its theory-driven design and the use of qualitative data to capture participant’s lived experiences. The alignment of student-derived themes within the SCT supports CCC’s theoretical relevance and offers direction for future programming.

However, limitations should be acknowledged. The sample size was small (N = 11), and the overall participation rate was low, only 38% of those invited chose to participate. Additionally, the majority of participants were first-year students, which may limit the generalizability of findings to the broader college student population.

Students were also self-selected and may have been more motivated or health-conscious than non-participants, introducing potential bias. This study was conducted on a single rural campus, further limiting generalizability. Demographic information (e.g., race/ethnicity, international status, or socioeconomic background) was not collected from focus group participants, which limits our ability to assess how experiences may have differed across subgroups. We also did not capture information on international student status, which may be an important factor in shaping dietary experiences and perceptions of nutrition education. Future research should explore CCC’s impact across diverse institutional settings and include pre- and post-assessments to evaluate changes in knowledge, skills, and behavior outcomes over time.

While the CCC program incorporated MyPlate guidelines as part of its nutrition education component, it is important to acknowledge that MyPlate visuals and recommendations may not fully align with the lived experiences or cultural practices of all students. ³³ Recent literature suggests that MyPlate materials can be difficult to interpret or apply, particularly among racially and ethnically diverse populations, where traditional dietary patterns differ from the standard recommendations. ³³ This limitation may impact the cultural relevance and effectiveness of MyPlate-centered instruction, and future iterations of CCC may benefit from incorporating more culturally responsive nutrition frameworks.

Lastly, the CCC pilot program was grant-funded, which may limit its immediate replicability in settings without similar financial support. Funding allowed for the purchase of groceries, stipends for graduate student facilitators, and involvement of undergraduates. Use of existing campus resources also helped to offset some operational costs. The program leveraged existing campus infrastructure such as a university teaching kitchen and a lab room for educational components. Scaling CCC across campuses may require creative budgeting, institutional partnerships, and incorporation into academic programming.

Conclusion

The qualitative study supports the implementation of nutrition and cooking education interventions in the college setting. Students living on campus may particularly benefit from programs like CCC, which foster cooking self-efficacy and lead to the development of lifelong healthful eating habits. Maintaining in-person delivery format is critical, as social connection appears to support student’s behavior change and overall well-being.

Ethical Considerations

This study was conducted in accordance with the Declaration of Helsinki and approved by the University of Kentucky Institutional Review Board (#61400) and the University of Maine (14 July 2020).

Consent to Participate

A detailed informed consent document was emailed to all students who indicated interest in participating in a focus group. Verbal consent was confirmed by participants at the start of each session. Participation was voluntary, and respondents could decline to answer any question or withdraw from the focus group at any time.

ORCID iDs

Emma Watras https://orcid.org/0009-0003-4161-0024

Amelia Sullivan https://orcid.org/0009-0003-9729-5721

Mona Therrien-Genest https://orcid.org/0000-0002-5814-4221