Decoupling Cognitive Awareness from Dietary Action: A Theoretical and Empirical Analysis of the Nutritional Knowledge-Practice Gap Within the Malaysian Higher Learning Institution Ecosystem

The developmental transition to higher learning institution (HLI) represents a critical lifecycle stage where dietary habits are often destabilized and reconstructed. This research investigates the persistent "knowledge-practice gap" among Malaysian university students, specifically examining why theoretical nutritional literacy fails to translate into healthy eating behaviors within the campus ecosystem. While higher learning institutions are traditionally conceptualized as centers for academic teaching and learning, their role as formative environments for health-promoting behaviors remains under-scrutinized. This study, grounded in the Knowledge-Attitude-Practice (KAP) model and the Theory of Planned Behavior (TPB), utilizes a cross-sectional analysis of 397 undergraduate students at the Universiti Teknologi MARA Dungun Campus. The empirical findings indicate that while students demonstrate high theoretical knowledge of nutrition, this cognitive awareness explains a mere 4.4% of the variance in actual eating practices. This profound disconnect suggests that traditional information-based pedagogical models in Malaysian universities are insufficient for fostering behavioral change. The study identifies structural, environmental, and socio-economic barriers that impede the application of knowledge, arguing for a radical shift toward practice-oriented and multimodal health education. By situating nutritional behavior within the broader context of teaching and learning at Malaysian HLIs, this research contributes to the development of integrated intervention strategies that address the systemic determinants of student health.

Nutritional knowledge-practice gap, dietary behavior, higher learning institutions, nutritional literacy, Theory of Planned Behavior.

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