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The article presents the results of a study examining gender- and profession-related characteristics of nutritional knowledge among first-year higher education students. The relevance of the problem is determined by the growing attention to the promotion of a healthy lifestyle among student youth and the need to develop nutritional literacy in the context of ongoing educational reforms. The transition to higher education is accompanied by changes in lifestyle, dietary patterns, and levels of physical activity, which increases the importance of scientifically grounded knowledge about rational nutrition. The purpose of the study was to identify and analyse gender and professional differences in the level and structure of nutritional knowledge among first-year students enrolled in the programmes Secondary Education (Physical Education) and Secondary Education (Art. Musical Art). The study involved 50 respondents. Assessment was conducted across five thematic blocks: knowledge of protein-rich foods, orientation in sports supplements, understanding of energy balance, awareness of micronutrients, and the influence of nutritional myths. The results revealed clearly expressed gender and professional differences. Students of the Secondary Education (Physical Education) programme, particularly male students, demonstrated a higher level of applied knowledge focused on sports nutrition; however, their understanding was often fragmented and accompanied by insufficient comprehension of energy balance and the role of micronutrients. In contrast, female students of both programmes were characterised by more systematic theoretical knowledge, but showed lower proficiency in practice-oriented aspects. A common issue across all groups was the significant influence of nutritional myths. The findings substantiate the need to implement a differentiated approach to the development of nutritional literacy in higher education institutions, taking into account gender and professional characteristics.
References
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