Influencing the Next Agriculturalists: Impacts of Study Abroad Experiences in Agricultural Education Classrooms

Abstract

With the increasing globalization of companies and the workforce, specifically within the agricultural industry, educators seek to prepare workers with technical and soft skills that will allow employability in multicultural environments. Using the lens of Transformative Learning Theory and Self Determination Theory, we examined how a study abroad experience as an undergraduate student impacted agricultural educators′ motivation to incorporate global awareness into their curricula. A basic qualitative approach guided the study with twelve current agricultural educators to derive meaning and understanding from their experiences. Semi-structured interviews yielded the emergence of six themes: Power of Storytelling, Broadened Perspective, Influence of People, 21st Century Skills, Reflection and Application, and Food and Agriculture as a Universal Language. “A-ha” moments during their study abroad gave teachers the initial reflection leading to the need to apply international agriculture concepts within their curriculum. Today, these current teachers desire to lead their own students through those “a-ha” moments while also encouraging them to participate in a study abroad experience just as they were influenced to participate. Further, through their exposure to diverse perspectives, these teachers see the value in teaching students from diverse backgrounds and cultures.