A food additive recognition survey was conducted before the start of the education program. Consequently, the percentage of participants who responded "very well aware" and "aware" to questions, including the type and role of food additives, the ADI of food additives, and government regulation of food additives, was less than the percentage of those who responded "unaware. In this study, a food additive education program for older adults was developed, face-to-face and non-face-to-face education programs were conducted, and educational effects were subsequently compared. The education program was developed in four sessions, with the subjects of sweeteners, preservatives, thickeners, and safety, with consideration of the age and lifestyle of participants. A total of 65 individuals were included in the pilot training, of whom 21 and 44 underwent face-to-face and non-face-to-face education programs, respectively. Consequently, 65 older adults who completed both face-to-face and non-face-to-face education programs developed over four sessions improved their unconditional negative perception of food additives and developed a correct understanding.
The following are the evaluation results of the educational effect on food additives according to two different educational methods. Both face-to-face and non-face-to-face education programs resulted in a high proportion of positive responses regarding the recognition of food additives. This includes the types and functions of food additives, the ADI of food additives, and whether food additives are regulated by the government. The results indicate that the educational program was effective in improving participants' understanding of food additives.
The satisfaction survey results regarding the food additive education program were positive for both face-to-face and non-face-to-face participants. However, considering that all face-to-face participants provided positive responses, it appears that face-to-face education by instructors was more effective for older adults in terms of food additive education.
In conclusion, it was observed that older adults' negative perception of food additives was improved with the educational program developed through this study, and it was noted that satisfaction with both face-to-face and non-face-to-face education was high. However, owing to the characteristics of older adults, it was confirmed that the results of the effect evaluation were positive in face-to-face education rather than those in non-face-to-face education. Based on this result, this study is expected to provide better baseline data for developing food additive education programs for older adults and how to effectively use education in the future.