Pedagogical transformation of nutrition programs: how free meal initiatives shape student independence in islamic educational contexts

Abstract

This study aims to critically analyze the implementation of the Free Nutritious Meal Program (MBG) in Islamic schools in Southern Thailand from the perspective of self-reliance character education, by examining the implementation process, supporting factors, and challenges that affect the formation of students' character. The research uses a qualitative approach with a case study design to understand in depth how nutrition-oriented programs translate into educational practices in the context of Islamic schools. Data were obtained through observation and interviews with parties involved in the implementation of the program, then analyzed thematically to identify practice patterns, supporting conditions, and tensions that arise in the implementation process. The findings of the study show that free nutritious eating transforms from a nutrition fulfillment program into a pedagogical space for the formation of independent character through the habit of taking food, queuing, eating orderly, maintaining cleanliness, and being responsible for one's own needs. The process is supported by the commitment of principals and teachers, a consistent routine of activities, an Islamic school culture, parental involvement, and institutional and facility support. However, the dependence of some students on teachers, limited facilities and time, the number of students, and the orientation of food distribution efficiency can limit the space for students to develop independence. This research contributes conceptually by showing that the impact of character education from school food programs is not automatic, but depends on the ability of institutions to transform nutrition fulfillment practices into pedagogical experiences that allow students to develop agency, responsibility, self-regulation, and independent habits. These findings expand the discussion on faith-based education and character education by positioning school welfare programs as potential arenas for character formation through daily practice.