A Tri-Stage Interval-Neutrosophic Linguistic Decision Framework for Designing Intangible Cultural Heritage Food Education Programs in Primary Schools

Abstract

Integrating intangible cultural heritage (ICH) into primary school education is a powerful 
way to foster cultural identity, intergenerational continuity, and awareness from a young 
age. Among various forms of ICH, traditional food knowledge and practices represent a 
valuable yet underutilized component due to their subjective interpretation and 
curricular constraints. To address this, we propose a novel decision-making framework 
using interval-valued neutrosophic linguistic numbers (IV-RNLNs), designed specifically 
to evaluate and prioritize traditional food modules for inclusion in primary education. 
The framework operates in three stages  cognitive compatibility, practical feasibility, and 
cultural anchoring  capturing how well each food course aligns with student learning 
levels, school environments, and cultural heritage values. Expert evaluations are 
expressed through refined linguistic terms under uncertainty, allowing partial belief, 
hesitation, and opposition to be modeled simultaneously. Aggregated through a 
customized neutrosophic linguistic operator, the framework computes a Cultural 
Alignment Index (CAI) for ranking candidate food modules. A case study involving 
Mediterranean food elements demonstrates the framework’s ability to process uncertain, 
imprecise, and linguistic input data while producing transparent and culturally grounded 
decisions. The model provides educational policymakers with a rigorous and adaptable 
tool for designing food heritage curricula aligned with national identity and global 
educational goals.

DOI: 10.5281/zenodo.16365579