Table 2 Evidence on single component (healthy eating education) interventions

Alcântara et al., 2018 [29]

Study design: RCT (n = 5),

quasi-experimental (n = 2), mixed-methods (n = 1)

Theories: Not reported

Components: computer-tailored workshops, virtual canteen, blogs, games

Contents: lessons on nutrition, personal healthy eating dietary recommendations, and gamified learning experiences, such as level up based on healthy eating knowledge, eating behaviour, intake measures

Duration of intervention: Not reported

Follow-up range: Not reported

All included reviews reported improved healthy eating knowledge, increased FV intake, decreased intake of processed snacks and SSBs

Likely effective; 4 (low quality)

Melo GRDA e al., 2017 [41]

Study design: RCT (n = 7), quasi-experimental (n = 4)

Theories: SCT, SLT, TTM, TPB, TRA

Components: computer-tailored workshops,, SMS, SMS-based diaries

Contents: nutritional lessons and dietary guidance, healthy cooking recipes via handbooks, guidance leaflets, and sending timed SMS for users to report food intake, real-time tracking and feedback on eating behaviour, as contents of SMS-based diaries

Duration of intervention: 2–10 weeks

Follow-up range: 2 weeks to 2 years

All the included studies reported improved healthy eating knowledge, increased intake of FV, dairy, meat, and fibre, decreased intake of processed snacks and SSB

Likely effective; 9 (high quality)

Tallon JM et al., 2019 [33]

Study designs: Not reported

Theories: Not reported

Components: workshops, games, SMS-based diary, appsContents: healthy eating knowledge and advice, app

to to measure and monitor daily food intake

Duration range: not reported

Follow-up range: 1 month to 3 years

All included studies reported improved healthy eating knowledge and behaviour with increased FV, decreased fat intake, decreased meal skipping

Likely effective; 6 (moderate quality)