Reconstructing Theories of Nutrition Education for Adolescent Health Promotion in Resource-Constrained Nigerian Secondary Schools

This study reconstructs theoretical frameworks for nutrition education targeted at adolescent health promotion in resource-constrained Nigerian secondary schools, addressing the inadequacy of existing theories developed in high-income country contexts when applied to Nigeria's structural realities. Current nutrition education theories, including the Transtheoretical Model and Social Cognitive Theory, were largely validated in settings with functioning healthcare systems, reliable food supply chains, and high media literacy, conditions that do not characterise the majority of Nigerian secondary school environments. The study employs a multi-phase theory reconstruction methodology incorporating systematic literature review, critical theoretical analysis, qualitative fieldwork in 18 secondary schools across the North West, North East, and South South zones, and expert consensus validation with 35 nutrition and education scholars. Qualitative data analysis follows constructivist grounded theory, while expert consensus is synthesised through Delphi methodology. Original contributions include a reconstructed contextually valid Nutrition Education Theory for Nigerian Adolescents, a needs-adapted instructional model for resource-constrained settings, and an implementation science protocol for school-based nutrition programmes in low-resource Nigerian contexts. The study fills a foundational theoretical gap in the literature by providing the first empirically grounded theory for adolescent nutrition education designed from within a Nigerian educational context. Recommendations address the Nigerian Educational Research and Development Council, UNICEF, and Home Economics departments in Nigerian universities. Keywords: theory reconstruction, nutrition education, adolescent health, resource-constrained schools, Nigeria.