There is no single answer to this question, as the motivations can vary. When judging whether a type of diet is good or bad, it is not just about the organoleptic qualities of the food, but also the nutrients provided by different foods, aiming to meet one's needs without overindulging.

Let's start with the assumption that not all students eat poorly. The luckier ones have received proper education on this and are aware of the optimal frequency for consuming certain foods. Others, however, are in the dark.

It takes a little imagination to put yourself in the shoes of a student and understand their daily choices. You've "left home," probably for the first time, and have access to everything you've always craved, with no one stopping you from ordering fast food every night. Why choose a "healthy" dish when you can eat something greasy and satisfying? After all, who would prefer a bowl of salad to a succulent dish?

It’s also important to remember that, for evolutionary reasons, we are particularly attracted to fatty and sugary foods. In ancient times, it was not guaranteed that food would be available every day, let alone multiple times a day. Therefore, when food was available, it was good practice to stock up on energy. No one knew for sure when the next meal would come.

Today, however, we live in a context where there is no need to binge to face an imminent famine, but the instructions in our genome have not evolved as quickly as our society.

In the case of students, the situation is further complicated by external factors: limited budgets, social pressure, lack of time, and, in some cases, cultural or socioeconomic traits. These elements contribute to making questionable choices and make university students a particularly vulnerable group.

This question also requires a nuanced answer. Eating does not simply mean "ingesting organic matter"; it is an act that includes hedonistic, social, and cultural aspects. Just sitting at the table to eat is the result of social conventions: we certainly haven't written in our genetic code that we eat at 1:00 PM and 8:00 PM, sitting together around a table.

In recent years, the motto "change is good" became popular, but it should be accompanied by "change is hard." Yes, changing habits is incredibly difficult.

Consider a smoker. I challenge anyone to find someone who doesn't know that smoking kills, yet how many smokers quit? Changing requires an enormous initial effort, which is rarely rewarded in the short term.

However, change is possible. And it is absolutely worth it. It is worth it for oneself, for those who will take care of us when we are no longer self-sufficient (and if we fall ill, we become so much sooner), and for the entire population that pays taxes to treat those who haven't taken enough care of themselves.

No one profits from having sick people, not even those who produce unhealthy food. If someone falls ill, or dies, they stop buying.

But how can it be done?

It is unlikely that one wakes up in the morning and completely changes their habits; there must first be a triggering factor. Motivation alone may be enough in some rare cases, but more often, change requires that people be guided and supported.

To accompany and support individuals in the process of change, educational tools are needed. But what is meant by an educational tool when it comes to nutrition? Any action that can help bring about change, from a simple poster to a more structured program involving health professionals.

The challenge that the scientific community constantly faces is understanding which actions are effective, and for this, data is crucial. To determine whether a tool is effective or not, it is necessary to quantify the change we want to measure before and after the intervention.  

And how can an effective tool be achieved? There is no single answer, meaning there is no one-size-fits-all tool. In recent decades, many studies have been conducted testing different methods. Some have yielded promising results, others less so. In some cases, the same tool produced different results depending on the context in which it was applied.  

A recent review of the scientific literature, a work in which all studies aiming to improve eating habits were compared, provides us with very clear indications. The most effective actions were found to be:  

• support in forming habits;  
• highlighting the consequences of bad habits;  
• adding objects to frequently visited environments that draw attention to nutrition;  
• assistance in meal planning.

The tools introduced must have certain characteristics: they must be accessible to everyone (easy to use and affordable/free) and interactive, in order to keep attention high until healthy behavior becomes automatic. Additionally, it is essential that the information conveyed is based on solid scientific foundations that make it credible and convincing.

The University of Parma is implementing some of these strategies. Specifically, two different and complementary interventions are underway, aiming to provide students with concrete tools both in university spaces and at home.

The first example involves an experiment in the university campus cafeteria, where the menu has been assessed from both an environmental and nutritional perspective. The dishes identified as "healthy and sustainable" are highlighted with a specially designed logo. This, along with the rearrangement of the menu itself, which places the most desirable choices at the top, provides immediate guidance to users who want to make informed choices.

To complete this communication and information campaign, numerous infographic posters have been created and placed in the dining hall, available for consultation during meals.

To evaluate the direct effect on users' consumption, sales data at the cash register are being monitored. Specifically, the difference in sales of sustainable, vegetarian, and vegan dishes before and after this campaign will be assessed.

If university classrooms are places dedicated to learning, the moments dedicated to refreshment should also be an opportunity to expand one's cultural knowledge.

Lunch in the cafeteria is often the only wholesome meal that students have during their day. Once at home, due to limited cooking skills, little time available, and difficulty in planning meals, quick solutions are chosen. If only a few dishes get dirty, all the better.

Certainly, a complete meal can be prepared even without elaborate preparations, but it must be done right. This is why the second project aims to offer support in managing meals at home as well.

Remembering that each tool must be "tailored" to its user, what solution could most easily reach a population that uses their phone as an extension of their body? The answer is simple: a smartphone app.

The app in question is called UNIPLATE, and its goal is to guide students in meal planning. The app proposes a menu for lunches and dinners that follows the consumption recommendations outlined in the "Guidelines for Healthy Eating" (CREA, 2018). Drawing from a recipe book of sustainable, balanced, easy-to-prepare, and affordable options, a weekly menu is created, partially customizable.

Along with a section offering various educational content and themed suggestions, UNIPLATE aims to be a practical and effective support tool.

As with the cafeteria, the effect of this tool must be tested to evaluate its real impact. Therefore, starting in January 2025, the app will be provided to a group of volunteers whose food consumption will be assessed before, during, and after its use.

The food education of university students is a crucial challenge for both the present and the future. Investing in effective, accessible, and scientifically grounded tools does not only mean improving individual habits, but also promoting a cultural and systemic change.

Projects like those at the University of Parma demonstrate that it is possible to intervene with innovative and tailored strategies, enhancing everyday contexts like cafeterias and introducing technological solutions like the UNIPLATE app. These interventions aim not only to raise awareness, but also to make the change sustainable over time, integrating healthy habits into students' routines.

In an era where food choices have a direct impact not only on personal health but also on the planet, it is essential to continue developing and refining approaches that combine effectiveness, practicality, and accessibility. Only then will it be possible to educate a conscious generation, capable of taking care of itself and the environment around it.