[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"item-2135":3},{"id":4,"title":5,"url":6,"summary":7,"summary_zh":8,"content":9,"source_name":10,"source_url":6,"published_at":11,"category":12,"cover_url":9,"hotness":13,"is_selected":14,"score":15,"score_detail":16,"sources":18,"tags":20,"view_count":15,"doi":24,"paper":25,"created_at":43},2135,"Cultivating future green chefs: students’ needs and competency levels in sustainable culinary creativity","https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffsufs.2026.1908688","Introduction As the 2030 Sustainable Development Goals deadline approaches, food system transformation has become a global priority. Chefs play a key role in promoting sustainable consumption, yet culinary education should move beyond technical training to strengthen students’ creative competencies for addressing sustainability challenges. Methods This study adopted a questionnaire survey method and targeted university students majoring in hospitality-related fields in Taiwan. A total of 650 questionnaires were distributed, and 619 valid questionnaires were collected, yielding a response rate of 95%. Importance–Performance Analysis (IPA) was employed to examine students’ self-perceived training needs and self-reported current competency levels across sustainable culinary creativity competency dimensions. Results This study identified nine professional competency dimensions: product, culture, sustainable resources and food management (SRFM), business and marketing techniques (BMT), service, aesthetics, creativity, sustainable culinary technology (SCT), and culinary technology application (CTA). The results showed that SRFM and BMT were the dimensions most in need of priority improvement, while product, culture, service, and aesthetics were identified as secondary improvement dimensions. Discussion By analyzing students’ sustainable culinary professional competencies, this study provides a reference for planning future hospitality training curricula, helps reduce the gap between education and industry practice, and supports the cultivation of sustainable culinary professionals with sustainability literacy, innovative capabilities, and social responsibility.","引言 随着2030年可持续发展目标截止日期的临近，食物系统转型已成为全球优先事项。厨师在促进可持续消费方面发挥着关键作用，然而烹饪教育应超越技术培训，着力增强学生的创新能力，以应对可持续发展挑战。方法 本研究采用问卷调查法，以台湾地区酒店管理相关专业的大学生为研究对象。共发放问卷650份，回收有效问卷619份，有效回收率为95%。研究运用重要性—绩效分析（IPA）方法，考察学生在可持续烹饪创新能力各维度上的自感知培训需求与自评当前能力水平。结果 本研究识别出九个专业能力维度：产品、文化、可持续资源与食物管理（SRFM）、商业与营销技巧（BMT）、服务、美学、创造力、可持续烹饪技术（SCT）以及烹饪技术应用（CTA）。结果显示，SRFM和BMT是最需优先改进的维度，而产品、文化、服务和美学被确定为次优改进维度。讨论 通过分析学生的可持续烹饪专业能力，本研究为规划未来酒店管理培训课程提供了参考，有助于缩小教育与行业实践之间的差距，并支持培养具备可持续发展素养、创新能力和社会责任的可持续烹饪专业人才。",null,"Frontiers in Sustainable Food Systems","2026-09-10T00:00:00Z","论文",10,false,0,{"impact":15,"substance":15,"depth":15,"authority":15,"freshness":15,"relevant":15,"comment":17},"研究台湾酒店餐饮专业学生的可持续烹饪创造力胜任力，属餐饮教育议题，与三农、农业信息化、智慧农业无直接关联，不宜进入每日精选。",[19],{"name":10,"url":6},[21,22,23],"可持续餐饮","烹饪教育","食物系统转型","10.3389\u002Ffsufs.2026.1908688",{"doi":24,"openalex_id":26,"authors":27,"venue":10,"cited_by_count":15,"oa_url":6,"card":36,"direction":40,"ingested_from":42},"W7212165694",[28,30,33],{"name":29,"orcid":9},"Hsin-Ling Wang",{"name":31,"orcid":32},"Wen‐Hwa Ko","https:\u002F\u002Forcid.org\u002F0000-0002-7907-2685",{"name":34,"orcid":35},"Min-Yen Lu","https:\u002F\u002Forcid.org\u002F0009-0007-3898-8455",{"tldr":37,"method":38,"finding":39,"direction":40,"opportunity":41},"调查台湾餐旅专业学生可持续烹饪创造力的培训需求与能力水平，用IPA找出优先改进维度。","问卷调查619名台湾餐旅专业学生，采用重要性-绩效分析（IPA）。","可持续资源与食物管理、商业与营销技术是最需优先改进的能力维度。","其他","可将IPA方法迁移至农业信息化课程或数字农业人才能力评估，识别培训短板。","openalex","2026-09-11T23:30:08.183101Z"]