Résumé
Food behavior is a complex phenomenon encompassing various aspects of life, and deeplyintertwined with societal issues such as health, ecology, and citizenship. From an educaitonalperspective, unraveling this complexity related to food is crucial, since we are not alwaysconsious of it. Indeed, our eating behaviors are largely driven to determinisms or automatismsthat elude us.In response to the contemporary food context, this thesis proposes an integrative model ofeating behavior aimed at enhancing our understanding and identifying educational facilitatorsfor food education. The model is based on Edgar Morin's complexity theory and incorporates amotivational component. It was tested in two cultural settings through a mixed-methods cross-sectional study conducted in 2021, involving university students dining at cateferia inMontpellier (France) and Jeonju (South Korea) using questionnaires and semi-structuredinterviews.The findings indicate that motivational orientation influences specific food choice motives andmodalities, as well as the level of food literacy. Additionnaly, food literacy is linked tosociodemographic factors such as health status or field of study, depending on the context.Theresults will inform the development of culturally contextualized educational strategies aligningwith sustainable development goals regarding food behaviour.