Résumé
Background: The food system is deeply rooted in social and cultural traditions, which are evident across homes, streets, and restaurants in rural and urban areas. Contemporary trends aim to revive and innovate these traditions for different purposes. The food engineering/science curriculum prepares graduates to address societal needs, navigate food transitions, develop sustainablepractices, and innovate within these constraints. Yet, a gap exists between the curriculum and market demands for graduates proficient in culinary sciences for new product development, necessitating adaptations in education to innovate sustainably based on food heritage, culture, and territory.Aims: This study aimed to analyze the perceptions and behaviors related to tradition and innovation in food among students and researchers/educators and examine how these concepts are integrated into food-related study curricula within six faculties involved in the Tradinnovations Erasmus+ project.Methods: An online survey with quantitative and qualitative questions in 1ka platform was disseminated to partner faculties from six countries and yielded 300 respondents. The panel was a mix of students, educators, and researchers, primarily females, reflecting the larger representation of young women in the population of life science university students.Results: The results indicate that traditional foods are more commonly consumed than innovative foods, particularly at home and in settings like traditional markets, regional festivals, and family gatherings. Respondents have a strong emotional attachment to traditional foods, with many recalling childhood memories and family recipes. They prioritize the need to learn about foodhistory, culinary techniques, and cultural contexts of food traditions through practical experiences. Conversely, innovative foods tend to be consumed in restaurants and professional or educational contexts related to food development and retail. Curiosity appears to be a stronger motivator for exploring innovative foods than trendiness. Plant-based foods are the most frequently tastedinnovative products. There is an emphasis on sustainability and a focus on alternative proteins, and the use of algae and seaweed. Conclusions: The findings suggest a need for a multidisciplinary approach in the curriculum to align with student interest in traditional and innovative foods, including culinary techniques food culture, and history. Sustainability and environmental concerns are crucial in food innovation, focusing on local ingredients, packaging, and waste reduction. Many respondents lacked exposure to innovative foods, indicating a need to incorporate hands-on experiences. Addressing curricular gaps and fostering interdisciplinary research can enhance the integration of tradition and innovation in food education, better preparing students for industry challenges