Designing educational projects for developing low-calorie dessert recipes in the learning process

Abstract

The study aims to develop a comprehensive theoretical justification for designing and integrating educational projects focusing on creating low-calorie dessert recipes within the secondary school curriculum. It addresses the identified gap in traditional biology and chemistry instruction, which often lacks practical application of nutritional principles. It seeks to foster subject-specific competencies in food science and broader key skills such as critical thinking, collaboration, and digital literacy among students. Methods. A systematic theoretical analysis was carried out of contemporary project-based learning (PBL) frameworks and healthy nutrition education approaches in a competency-based context. Core pedagogical principles, including constructivism, active learning, and inquiry-based instruction, were identified. These principles informed the conceptualization of methodological models for organizing school-based dessert projects. A structured conceptual model was then synthesized, detailing logical workflow, timeline, roles, resources, and assessment tools. Finally, a SWOT analysis evaluated the model’s internal strengths and weaknesses and external opportunities and threats. Results. Findings demonstrate that a phased PBL approach integrating laboratory experiments (e.g., ingredient analysis, caloric calculation) with digital tools (e.g., spreadsheets, simulation apps) effectively engages students in hands-on nutritional science. The model’s logical structure and detailed calendar ensure clear progression through the initiation, planning, implementation, and reflection phases. Role distribution among teacher-facilitator, student researchers, and external experts enhances scientific rigor. The SWOT analysis revealed methodological integrity and multi-level support as strengths, resource intensity and project duration as weaknesses, state grants and partnership opportunities as external opportunities, and unstable financing and technical risks as threats to project implementation. Conclusions. The proposed conceptual model offers a robust framework for embedding low-calorie dessert projects into school programs. Adaptive resource planning, targeted teacher training, and continuous monitoring mechanisms are essential to ensure successful implementation. The study lays a theoretical foundation for subsequent empirical validation and provides actionable guidance for scaling and adapting the model across diverse educational contexts.