A Systematic Literature Review of Indonesian Teachers Role in Contributing to Zero Hunger Program through Education

Abstract

This systematic literature review aims to describe the role of Indonesian teachers in supporting the Zero Hunger program through education. This is to address the problem of persistent food insecurity and lack of awareness about sustainable food practices among students. Despite national commitments to the UN’s Sustainable Development Goals, particularly Goal 2 (Zero Hunger), the integration of food and nutrition education in Indonesian schools remains to be limited and uneven. The objective of this study is to explore teachers contribution to this global agenda by promoting food literacy, sustainable agriculture, and healthy eating habits within the classroom context. Using the PRISMA method of literature review, articles from 2020 to 2025 were systematically identified and analyzed. The findings indicate that while some teachers actively incorporate food-related topics into their lessons—especially in science, health, and social studies— there ate constraints such as lack of training, limited curriculum guidelines, and insufficient institutional support. However, innovative practices were found, including school gardening projects, local food campaigns, and collaboration with community stakeholders. This review concludes that Indonesian teachers can be potentially transformative but underutilized in advancing food security through education. So this recommends stronger policy integration, teacher training, and cross-sector collaboration to enhance their impact in achieving the Zero Hunger goal.