Stunting is a form of chronic malnutrition that occurs due to long-term lack of nutritional intake, recurrent infections, and low quality of the care environment during the First 1,000 Days of Life (HPK) period. This condition is not only characterized by stunted physical growth, but is also related to a decrease in cognitive development, neurological function, learning ability, economic productivity, and an increased risk of degenerative diseases in adulthood (Black et al., 2013). Therefore, stunting is no longer seen as a health problem alone, but has developed into a human development issue that requires a multidisciplinary approach.

The conceptual framework developed by UNICEF explains that the causes of stunting consist of direct causes, indirect causes, and basic causes. Direct causes include low nutritional intake and infectious diseases, while indirect causes are related to family food security, access to health services, sanitation, parental education, and childcare practices. Meanwhile, the basic causes are influenced by social, economic, cultural, and public policy conditions that determine the quality of life of the community. Thus, stunting prevention efforts require cross-sectoral interventions that place families as the main actors in meeting the nutritional needs and development of children (UNICEF et al., 2024).

Recent research shows that family-centered interventions have a more sustainable impact than interventions that focus solely on health services. Family education on feeding practices, growth monitoring, sanitation, and developmental stimulation has been proven to be able to improve the nutritional status of toddlers while strengthening family capacity in preventing stunting.

Nutrition literacy is a development of the concept of health literacy that emphasizes the ability of individuals to obtain, understand, evaluate, and use nutritional information to make appropriate decisions about food consumption and family health (Velardo, 2015). Nutritional literacy not only reflects a person’s level of knowledge about nutrients, but also the ability to translate that information into healthy eating behaviors.

In the family context, parents are the main decision-makers related to food selection, menu preparation, breastfeeding, complementary foods, and the formation of children’s eating habits. Therefore, the level of parental nutritional literacy is closely related to the quality of food consumption and the nutritional status of children. Research shows that low nutritional literacy is often associated with low food diversity, high consumption of ultra-processed foods, feeding practice errors, and delays in detecting growth disorders in toddlers. On the contrary, increased nutritional literacy has been shown to contribute to changes in healthier feeding behaviors.

Furthermore, nutritional literacy is also influenced by education level, access to health information, ability to use digital technology, socioeconomic conditions, and family culture. Therefore, improving nutritional literacy is not enough to be done through conventional counseling, but requires a learning strategy that is able to develop critical thinking skills, information evaluation, and the application of knowledge in daily life.

Parenting is the process of fulfilling the physical, emotional, social, and developmental needs of children that are carried out continuously by parents and primary caregivers. In stunting prevention, parenting practices include exclusive breastfeeding, age-appropriate complementary foods, growth monitoring, utilization of health services, maintaining environmental cleanliness, and providing developmental stimulation.

The Nurturing Care Framework developed by WHO, UNICEF, and global partners emphasizes that responsive parenting is one of the main components in supporting optimal child growth and development. Responsive parenting allows parents to understand their children’s needs appropriately so that they can provide nutrition, protection, and stimulation according to developmental stages. Conversely, inappropriate parenting practices increase the risk of chronic malnutrition and child developmental disorders.

The results of various studies show that family education regarding parenting practices is able to improve parental knowledge, attitudes, and behaviors in preventing stunting. Interventions accompanied by practical training and mentoring provide more effective results than education in the form of information delivery alone.

The development of digital technology has changed the paradigm of people’s learning. In the context of health education, technology is no longer only used as a medium for delivering information, but also as a means of building an interactive and student-centered learning experience.

The concept of Technological Pedagogical Content Knowledge (TPACK) introduced by Mishra and Koehler (2006)²² explains that effective learning occurs through the integration of technology, pedagogical strategies, and learning content. The integration of these three components is known as technopedagogic, which is an approach that utilizes digital technology in a meaningful way in the learning process.

In this study, technopedagogy is positioned as a family education approach that combines digital media, adult learning principles (Andragogy), and nutrition literacy materials. This approach allows parents to learn through interactive videos, infographics, menu preparation simulations, digital quizzes, discussion forums, and online consultations with health workers. Through flexible and contextual learning, parents are expected to be able to build a deeper understanding while applying this knowledge in their daily parenting practices.^23,24

Various studies in the last five years have shown that the use of digital technology has a positive impact on improving people’s nutritional literacy. Smartphone-based health applications, social media, educational videos, and online learning platforms are able to improve knowledge, attitudes, and feeding practices for mothers with toddlers. In addition to increasing access to information, digital media also expands the reach of health education to areas that have limited health workers (Harjatmo et al., 2022; Ronitawati et al., 2022; Yulia et al., 2021).^25,26

Nonetheless, various studies also show that the success of digital interventions is highly dependent on the learning design used. Apps that only provide information without interaction tend to result in low behavior change. In contrast, interventions that integrate video, feedback, mentoring, and reflection activities have a greater impact on improving nutrition literacy and child feeding practices.

This study uses a qualitative approach with a case study design to explore the implementation of technopedagogic approaches in improving parental nutritional literacy as a stunting prevention strategy in early childhood. The case study design was chosen because it allows researchers to deeply understand a phenomenon in a real context, including interactions between participants, the learning process, the use of digital technology, and changes in parenting practices that occur during the program.²⁸ The study focused on parents’ experiences during the participation of technopedagogic-based educational programs and did not aim to test the effectiveness of the intervention experimentally.

The research was carried out in several Posyandu and Early Childhood Education (PAUD) units in Bekasi Regency, West Java Province, Indonesia. The location was chosen purposively because it is an area that is actively implementing programs to accelerate stunting reduction and has utilized digital media in family education activities. The education program lasted for eight weeks using a blended learning approach, which is a combination of face-to-face learning and online learning. The material was delivered through educational videos, digital infographics, electronic modules (e-modules ), discussions through WhatsApp groups, and online consultations with PAUD teachers, Posyandu cadres, and nutritionists.

Participants were selected using purposive sampling techniques based on suitability for the research objectives. Inclusion criteria include parents or primary caregivers who have children aged 0–5 years, follow the entire set of educational programs, and are willing to participate in the research. Meanwhile, participants who did not complete all activities or were unwilling to take part in the interview were excluded from the study. A total of 20 parents were the main participants, while two PAUD teachers, two Posyandu cadres, and one Puskesmas nutritionist were involved as supporting informants to obtain a more comprehensive perspective on program implementation and changes in parenting practices.

The educational program is designed based on the Technological Pedagogical Content Knowledge (TPACK) framework that integrates technology, pedagogy, and learning materials (Mishra & Koehler, 2006). The material provided includes the basic concepts of stunting, early childhood nutritional needs, exclusive breastfeeding, complementary foods, preparation of a balanced nutrition menu, responsive parenting practices, and child growth monitoring. The learning process utilizes educational videos, infographics, electronic modules, Google Forms, WhatsApp Groups, and Google Meet to support interaction, reflection, and consultation. The learning strategy refers to the principles of andragogy, so that participants are encouraged to learn through discussion, experiential reflection, problem-solving, case simulation, and hands-on practice at home. This approach is expected to be able to increase nutritional literacy while encouraging sustainable changes in parenting behavior.

Data was collected through observation, semi-structured interviews, Focus Group Discussions (FGDs), and document analysis to gain an in-depth understanding of program implementation. Observations were made during the learning process to document participant engagement, digital media use, and changes in parenting practices. Interviews were conducted with all informants using guidelines compiled based on research objectives, with a duration of about 45–60 minutes. The questions focused on the experience of participating in the program, the ease of use of technology, changes in understanding of nutrition, changes in parenting practices, as well as factors that support and inhibit implementation. In addition, the FGD was held at the end of the program by involving parents, early childhood education teachers, Posyandu cadres, and nutritionists to evaluate the benefits and challenges of the program. Document analysis was carried out on learning modules, the results of participant reflections, recordings of WhatsApp discussions, participant assignments, activity documentation, and field notes as supporting data as well as a form of triangulation.

The data were analyzed using Thematic Analysis developed by Braun and Clarke (2022).²⁹ The analysis began by transcribing the results of the interview verbatim, then reading all the data repeatedly to understand the context of the research. Next, open coding is carried out, which is the provision of codes on each relevant information, then the codes are grouped into categories and developed into main themes. The resulting themes were reviewed to ensure consistency and conformity with the overall data, then interpreted based on the TPACK framework and the concept of nutrition literacy. To increase the credibility of the research results, the researcher applies data triangulation, Peer Debriefing, and member checking.

The validity of the research is guaranteed using the four criteria put forward by Lincoln and Guba (1985),³⁰ namely credibility, transferability, dependability, and confirmability. Credibility achieved through triangulation of sources and methods and member checking. Transferability is maintained by providing detailed descriptions of the research context and the characteristics of the participants. Dependability ensured through documentation of the entire research process in the form of trail audits, while Confirmability It is carried out by basing all interpretations on empirical data, accompanied by reflection by researchers and storage of all research documents as auditable evidence.

This research has obtained ethical approval from the Research Ethics Committee of Panca Sakti University Bekasi (Number: 003/LPPM. ECC/PSUB/V/2026). All participants receive an explanation of the objectives, procedures, benefits, potential risks, and the right to terminate participation at any time without consequences. Consent is obtained through verbal consent and written informed consent before data collection is carried out. All participants’ identities are anonymized using a code to maintain confidentiality, while all research data is stored in a protected media and can only be accessed by the research team.

A total of 25 participants were involved in this study, consisting of parents, PAUD teachers, Posyandu cadres, and Puskesmas nutritionists. The majority of participants were women with high school to university education. All participants participated in a series of technopedagogic-based educational programs for eight weeks. The complete characteristics of the participants are presented in Table 1.

The thematic analysis produced five main themes that describe the experience of parents in participating in technopedagogic-based nutrition literacy strengthening programs. The five themes include: (1) low nutritional literacy before participating in the program, (2) increasing parental involvement through technopedagogic learning, (3) increasing nutritional literacy and the ability to evaluate health information, (4) changes in parenting practices in stunting prevention, and (5) supporting and inhibiting factors for program implementation. Each theme was obtained through the process of coding, categorization, and interpretation of data from in-depth interviews and observations during the implementation of the program. A summary of the themes and subthemes that emerged from the analysis is presented in Table 2.

The results of the analysis showed that most parents had low nutritional literacy before participating in technopedagogic-based education programs. This condition can be seen from the limited understanding of the concept of stunting, its causes, long-term impacts, and early childhood nutritional needs. Most participants attributed stunting only to the child’s short body condition without understanding its effect on brain development, learning ability, and health in adulthood. In addition, parents still have difficulties in choosing nutritious food, reading nutritional value information labels on food products, and determining menus that suit children’s needs. The results of the observation also showed that most of the participants still relied on information from social media or family experiences without verifying the source of information used.

The findings were strengthened by the results of interviews with several participants. One of the mothers said, “I know that stunting is only a child with a short body. I don’t know if it can affect children’s intelligence later.” (P7). Another participant also revealed, “If I buy packaged food, I usually just buy it immediately, never paying attention to the nutritional content.” (P12). Based on these quotes, it can be understood that low nutritional literacy causes parents to not be able to comprehensively understand health information, potentially affecting feeding and childcare practices.

The results of the study show that the technopedagogic approach increases parental involvement during the education program. The use of learning videos, digital infographics, WhatsApp Group, and Google Meet provides participants with the opportunity to learn flexibly according to their time. Observations show that the intensity of the discussions increases every week, characterized by an increasing number of questions, responses, and sharing of experiences between participants. The experiential learning approach also encourages parents to connect the material learned with the parenting conditions they face on a daily basis so that the learning process becomes more meaningful.

Some participants said that digital media makes it easier for them to understand the material compared to conventional counseling. One of the participants stated, “I can play the video again if I don’t understand, so it’s easier to remember the material.” (P4). Another participant said, “In a WhatsApp group, I am more courageous to ask questions than during a face-to-face meeting because I can ask questions at any time.” (P9). The PAUD teacher also revealed, “The discussion becomes more active because almost every day there are parents who ask about the food menu or children’s development.” (G2). The findings show that the integration of technology with learning strategies is able to increase the active participation of parents in the educational process.

After participating in the program, there is an increase in parents’ understanding of children’s nutritional needs, the causes of stunting, the principles of balanced nutrition, and how to obtain correct health information. Parents are beginning to be able to distinguish information based on scientific evidence from information that cannot be accounted for. In addition, participants showed better ability to read food labels, choose groceries, and prepare a more varied menu according to children’s needs. The results of the analysis also show that the process of reflection and discussion during learning plays an important role in improving participants’ critical thinking skills towards nutritional information obtained from digital media.

The increase was reflected in the statements of several participants. One of the participants said, “Now if there is information on social media I don’t immediately believe it, I check the Ministry of Health’s website first or ask the Posyandu cadres.” (P15). Another participant said, “I learned that children’s menus should have vegetables, fruits, protein, and not just rice with side dishes.” (P18). The nutritionist of the Puskesmas also stated, “Parents’ questions after participating in the program are much more critical and show that they already understand the basic concepts of child nutrition.” (AG1). These findings show that the technopedagogic approach is able to improve nutritional literacy not only in terms of knowledge, but also the ability to evaluate and utilize health information appropriately.

The results showed that increasing nutritional literacy was followed by changes in parenting practices that were more responsive to children’s needs. Most parents have started to implement a more regular diet, prepare a weekly menu based on balanced nutrition principles, reduce the consumption of high-sugar foods and instant foods, and more regularly monitor children’s growth at the Posyandu. Observations during the program also showed an increase in the involvement of fathers and other family members in preparing meals and accompanying children during meals. These changes show that technopedagogic-based learning not only improves knowledge, but also encourages the application of healthy behaviors in daily life.

These behavioral changes were strengthened through the results of interviews. One mother explained: “Now I make a weekly meal schedule and menu so that my children eat more regularly and have more complete nutrition.” (P10). Another participant said, “I used to rarely come to the Posyandu, now every month I always bring my children to be weighed.” (P6). Posyandu cadres also revealed, “After the program is completed, the number of mothers who come to the Posyandu increases and they are more active in asking questions about the growth of children.” (F1). These findings show that increasing nutritional literacy through technopedagogic-based learning is able to encourage changes in parenting practices that support stunting prevention.

The analysis showed that the success of the program implementation was influenced by several supporting factors, including the ease of use of digital media, the support of PAUD teachers, Posyandu cadres, and nutritionists, as well as parental motivation to improve children’s health. The flexibility of learning allows participants to access the material at any time making it easier to adapt to daily activities. However, the study also found several obstacles, such as limited internet access, low digital skills for some participants, and limited time due to work and household activities. These obstacles affect the intensity of participation of some parents while participating in online learning.

This condition is reflected in the results of participant interviews. One participant said, “If the internet signal is bad I can’t join the meeting through Google Meet.” (P3). Another participant said, “I usually only have time to open the material after the child has gone to bed because of the day’s work.” (P17). The PAUD teacher explained, “Even though there are some obstacles, parents can still learn because all the material is stored on WhatsApp so that it can be relearned.” (G1). These findings show that the success of technopedagogic programs is influenced by a combination of technological readiness, learning environment support, and parental commitment to follow the learning process.

The underlying data supporting the findings of this study are openly available in Zenodo.

Zenodo: Research Appendices – Strengthening Parental Nutrition Literacy through Technopedagogy as a Stunting Prevention Strategy in Early Childhood. https://doi.org/10.5281/zenodo.21215994

The dataset contains the underlying qualitative research materials, including participant characteristics, anonymized interview transcripts, thematic coding framework, observation summaries, focus group discussion summaries, research instruments, and supporting documentation used in the analysis. All personally identifiable information has been removed to protect participant confidentiality.

Data are available under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) licence.⁴⁸

The author expresses his deepest appreciation and gratitude to all parents, PAUD teachers, Posyandu cadres, and Puskesmas nutritionists who have been willing to participate in this study and provide valuable time, experience, and information during the research process. Gratitude was also conveyed to the entire academic community of the State University of Jakarta and Panca Sakti University of Bekasi for academic support, scientific input, and a conducive research environment so that this research could be completed properly. The support and collaboration of these various parties made a very significant contribution to the completion of the research and the preparation of this manuscript.

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