Designing a Microcredential-Based Ethnofood Training Curriculum: a Literature Study

• Indah Beti Lestari

  Indonesia University of Education

  Author

• Deni Darmawan

  Indonesia University of Education

  Author

• Laksmi Dewi

  Indonesia University of Education

  Author

• Yulia Rahmawati

  Indonesia University of Education

  Author

The growing adoption of microcredential programs in higher education has created new opportunities for developing flexible, competency-based training that responds to evolving cultural and professional needs. This study aims to develop a microcredential-based Ethnofood training curriculum as a conceptual framework for integrating local food culture and traditional wisdom into higher education. It employs a qualitative descriptive approach through a comprehensive literature review and documentation analysis. Various theories, curriculum models, and previous research findings are systematically examined to identify essential elements, learning principles, and suitable design strategies for Ethnofood-based training. The proposed curriculum design aligns with the Indonesian National Qualifications Framework (KKNI), emphasizing a competency-based modular structure that reflects flexibility, contextual relevance, and learner-centeredness. Each learning module is crafted to showcase a specific Ethnofood theme by integrating cultural, practical, and scientific dimensions of local food systems. Consideration of philosophical, sociological, psychological, historical, and legal foundations ensures the curriculum’s coherence and applicability within higher education settings. The study results in a conceptual model for an Ethnofood training curriculum that is both structured and adaptable, fostering the preservation of local wisdom, innovation, and sustainability in learning practices. Conceptually, this research advances the development of the Ethnofood training model and provides practical guidance for educational institutions seeking to create microcredential programs that strengthen cultural identity and promote reflective learning among students.

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