Abstract
British Columbia’s food system is experiencing an emerging trend in the digitalization of agriculture, which will impact agricultural practices in the province. The rapid growth of this field has created a niche for training and education in digital agriculture and more specifically, in areas such as robotics, artificial intelligence, big data analytics, and computing. However, it remains unclear whether current educators and trainers in British Columbia are communicating both the benefits and risks of digital agriculture, and the need for an inclusive and equitable approach to digital agriculture. To understand the emerging education and training landscape in digital agricultural technologies, this exploratory study engaged in a key informant interview with 12 participants, including educators, relevant government staff, and private training consultants/practitioners in the food and agricultural sector in British Columbia. The small sample is reflective of the nascent nature of this area of research, which seeks to better understand digital agriculture from the perspectives of agricultural educators and trainers both in the public and private sectors. The study found that there is currently a lack of consideration for equity and food sovereignty in digital agricultural training and education. This is primarily due to a gap in engagement with the social aspects of digital agriculture. Without engaging critical social scientists and critical data studies, digital agriculture education, and training may be conducted in ways that do not promote responsible and ethical innovation, and are therefore counterproductive to the development of a just and sustainable food system.
Highlights
The agriculture sector in Canada has been undergoing a trend toward a digital agricultural revolution
To evaluate educators’/ trainers’ perspectives, strategies, and approaches to digital agricultural technologies in their education, communication, and training; and to assess whether digital agriculture training and or pedagogy includes/consider outcomes such as social equity and food sovereignty, we identified a broad range of relevant groups who offer educational or training services around digital agriculture
The paper started with three main objectives: 1) To explore educators’/trainers’ perspectives and approaches to the benefits and risks of digital agricultural technologies in their education, communication, and training; 2) To assess whether digital agriculture training and or pedagogy includes/consider outcomes such as social equity and food sovereignty; and 3) To identify appropriate policies to promote an ethical and responsible approach to digital agriculture in education and training
Summary
The agriculture sector in Canada has been undergoing a trend toward a digital agricultural revolution. The promise of digital agricultural technology is that it presents an opportunity for improved productivity and environmental benefits through more efficient use of natural resources (Newell and Taylor, 2018; Rose and Chilvers, 2018). Weersink (2018) argues that digitization has led to the decrease in numbers of “average-sized farms” in Canada and a subsequent increase in large farms due to Communicating Digital Agricultural Education technological innovations that accelerate production operations. Older farmers and rural farming communities could be excluded from this agricultural digital revolution due to a lack of accessible training and internet connectivity. The application of digital agricultural technologies and associated training must consider potential harm, farmers’ concerns, as well as ensure equity considerations and the sharing of benefits from the technology (Wield et al, 2010; Wiseman et al, 2019)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
