Agricultural Education Research Articles

School-Based Agricultural Education Teachers’ Interest in and Confidence for Preparing Students to Compete in Career Development Events

School-based agricultural education (SBAE) teachers have an obligation to teach students about agriculture and prepare them for agricultural careers. Yet, considering the vast number of sectors within the agricultural industry, this task can be daunting. One way teachers can accomplish this mission is through preparing their students to participate in Career Development Events (CDEs). This study assessed SBAE teachers’ level of self-efficacy for each of the 33 CDEs recognized and offered at the [State] State FFA Interscholastic Event. The SBAE teachers surveyed in the study expressed a greater interest in preparing their students in 32 of the 33 CDEs than they did their confidence to prepare them. Such perceptions may lead to a reluctance to prepare students for CDEs, especially in areas where teachers feel less efficacious, which could cause students to have less awareness of, appreciation for, and preparation in various agricultural careers. The findings of the study have implications for the professional development needs of inservice SBAE teachers. Such professional development should be provided to develop SBAE teachers’ perceived inadequacies by targeting the CDEs with the greatest mean difference scores. Specific focus should be placed on food science and technology, veterinary science, and meat evaluation and technology CDEs. SBAE teachers should be provided opportunities to develop mastery in these areas by pairing teachers with expert mentors across the state to allow for vicarious experiences to evolve and complement their perceived shortcomings. Additional research should ensue to determine the impact CDEs have on students’ future career choices and employability.

Erratum: An Examination of the Use of the Framework of Social Marketing to Achieve Environmental Sustainability in International Agricultural and Extension Education

Erratum: An Examination of the Use of the Framework of Social Marketing to Achieve Environmental Sustainability in International Agricultural and Extension Education

Erratum: Using Non-Probability Sampling Methods in Agricultural and Extension Education Research

Erratum: Using Non-Probability Sampling Methods in Agricultural and Extension Education Research

Erratum: Members' Percieved Benefits and Values of the Association for International Agricultural and Extension Education

Erratum: Members' Percieved Benefits and Values of the Association for International Agricultural and Extension Education

Erratum: Applying a Needs Assessment Model for Improving Agricultural Education in Guinea

Erratum: Applying a Needs Assessment Model for Improving Agricultural Education in Guinea

Inservice needs of selected Arkansas agriculture teachers related to precision agriculture

The purpose of this study was to determine selected Arkansas school-based agricultural education (SBAE) teachers’ perceptions of the importance, ability to teach, inservice needs, and barriers relative to incorporating precision agriculture (PA) into their programs. A non-probability sample (n = 44) of teachers participating in an introductory PA workshop completed the survey. Teachers rated each of the PA competencies as being above average or high importance but rated their ability to teach each competency as being none or below average. When competencies were grouped into seven PA topics, teachers had inservice needs for each topic with mean weighted discrepancy scores (MWDSs) ranging from 8.16 (guidance and autosteering systems) to 11.81 (geographic information systems). Years teaching experience, row-crop experience, and experience with PA had negligible to substantial negative correlations with inservice needs in each PA topic. A majority of teachers rated the lack of equipment (86.3%), curriculum materials (84.1%), personal knowledge (81.9%), and inservice opportunities (63.7%) as being either moderate or serious barriers to incorporating PA into their programs. These results indicated a perceived need for inservice education in PA, provided insight into priority topics, and identified potential barriers to incorporating PA into the curriculum.

Identifying and Describing Mental Health Stigma Among Agricultural Youth Directors: Does Stigma Influence Practices?

ABSTRACT Objectives This exploratory study aims to: 1) evaluate mental health stigma levels among agricultural youth directors, 2) examine the influence of professional characteristics on stigma, and 3) investigate the relationship between agricultural youth directors’ stigma levels and their self-efficacy. Methods An online survey was administered from March to May 2022 to 642 agricultural youth directors in Illinois who work with youth aged 1–19. Directors’ personal and perceived stigmas toward mental illness were measured using the Depression Stigma Scale. Directors’ self-efficacy (perceived level of knowledge and confidence) across 19 mental health topics was measured using a 3-point Likert scale. Analyses were conducted by generating descriptive statistics and performing Mann–Whitney U tests on the data. Results The median personal depression stigma score was 7.57 (SD = 8.02). Our analyses identified significantly higher personal depression stigma scores among men, FFA advisors, agricultural educators, and those lacking personal experience with mental illness. A lack of self-efficacy correlated significantly with increased personal stigma. Conclusions This study underscores the critical need for targeted educational interventions to reduce stigma among agricultural youth directors and enchance mental health literacy. Anti-stigma and mental health literacy initiatives are essential for fostering a supportive environment that encourages open discussions about mental health issues with youth within the agricultural community.

Enhancing University-based Organic Product Initiatives through Digital Innovation: a Case Study of Dev Bhoomi Uttarakhand University

This study explores the potential of digital innovation to enhance the organic product initiative at Dev Bhoomi Uttarakhand University (DBUU). Through a mixed-methods approach, including interviews and surveys, we identified key challenges in the current workshop-based production model, such as inefficient order management and lengthy fulfillment times. We propose a mobile application, "DBUU Organic," designed to streamline operations, enhance educational value, and facilitate growth. The app integrates inventory management, order processing, and educational components, addressing current inefficiencies while providing students with hands-on experience in sustainable agribusiness. This research contributes to the growing body of knowledge on integrating technology in agricultural education and sustainable food systems, offering a model for other institutions to emulate.

Engagement of stakeholders in action-oriented education for sustainability: a study of motivations and benefits and development of a process model

ABSTRACT Purpose Engagement of non-academic stakeholders is an important element of education for sustainability, but is rarely mentioned in contemporary agricultural education literature. This article investigates the process of engagement of non-academic stakeholders into higher education programs on agriculture. Non-academic stakeholders refer to private firms that are focused on the acquisition of knowledge with the objective of achieving a competitive advantage. Design/methodology/approach Eleven cases of agricultural education at the undergraduate (Bachelor’s degree) and graduate (Master’s degree) levels in three different countries (Italy, Greece, Norway) were analysed through interviews with teachers and stakeholders and in-situ observations. Findings Qualitative analysis revealed three categories of motivation (inspiration, marketing, sharing experience), two benefits (energy, problem-solving) and four combined categories (exchange, new knowledge, new workers, practical contribution). A conceptual model, developed in the study, provides guidelines for the engagement process, enabling more collaborative education approaches in agriculture and food. Practical implications The proposed model provides educational institutions with a tool for assessing stakeholder engagement process in new/existing education initiatives, enabling transformation of education from narrow individual disciplines to integration of knowledge sources and a variety of learning arenas in education. Theoretical implications Within the framework of university-industry collaboration in combination with action-oriented education for sustainability, findings provide unique insights into the engagement of stakeholders in education. Originality/value This study contributes to knowledge by applying principles of action learning and focusing on the education side of engagement. The results demonstrated that engagement in action-oriented collaborative education offers several benefits to non-academic stakeholders. This was found to have real effects on farm businesses, manifested as changes in production processes and discovery of new marketing opportunities.

Developing the faculty team in agriculture, forestry, and aquaculture through a competency-based approach: Insights and strategies for colleges in Vietnam

This paper explores the development of faculty teams in agriculture, forestry, and aquaculture in Vietnamese colleges by applying competency-based education. Using a mixed-methods approach, the study evaluates the competencies of 124 faculty members from eight institutions, focusing on their academic qualifications, teaching skills, technological proficiency, and research involvement. The findings highlight strengths in academic preparation but reveal significant gaps in the use of technology, research engagement, and collaboration with industry partners. These gaps emphasize the need for comprehensive faculty development strategies to align education with labor market demands. Key solutions proposed include establishing a competency framework specific to agriculture, forestry, and aquaculture education to guide curriculum and professional development. The study also recommends strategic workforce planning based on competencies to ensure the optimal distribution of teaching expertise. Furthermore, competency-based recruitment and utilization practices will help institutions select faculty best suited for teaching and research roles. Continuous training and professional development programs aligned with this framework are necessary to help faculty integrate new technologies and teaching methods. The study emphasizes the importance of performance evaluation systems to monitor and support faculty progress and institutional policies that foster a motivating and supportive work environment.

Динамика профессиональной идентичности студентов аграрного колледжа в процессе профессионального обучения

The study aimed to identify the dynamics of professional identity of students of an agricultural college in the process of their professional training. The study was carried out using the cross-sectional method. It involved students of the 1st (n = 42), 3rd (n = 38) and 4th (n = 36) years studying in the areas of agricultural education. To identify the features of the professional identity of respondents, the methodology of A.A. Ozerina was chosen, with the help of which the educational and professional plans of students studying in different years, their professional position, motivation, professional intentions, attitude to the acquired profession and its representatives, self-assessment of themselves as a future specialist were studied. It was revealed that professional training has a positive effect on the formation of professional identity in students of an agricultural college, which is reflected in its positive dynamics from the first to the third year. However, in the final year, due to the crisis of professional training, there is a decrease in the number of students ready to build a professional career in the agro-industrial complex. The study concludes that in the process of professional training of future specialists in the agro-industrial complex, it is necessary to develop and implement targeted programs to form their professional focus on work in the field of the acquired profession. The main areas of such programs should be the development of educational and professional motivation, subjective position, the formation of a positive attitude to the acquired profession through overcoming the stereotypical image of an agricultural worker, fixed in the mass consciousness, the ability and readiness of students to independently and maturely choose their professional future.

Agricultural science preservice teachers implementation of practical activities through video-based observations

Practical activities are essential for promoting experiential learning and preparing future teachers to effectively convey complex concepts, particularly in agricultural science education. Teacher training institutions strive to equip prospective teachers with the requisite knowledge and skills necessary to successfully implement the curriculum in their future teaching endeavors. This study aimed to evaluate preservice agricultural science teachers in their ability to integrate practical activities into their classrooms using easily accessible and locally available resources to teach agricultural science content that requires hands-on engagement from learners. This qualitative study involved six preservice agricultural science teachers in their third year of the Bachelor of Education in secondary education honors program at the International University of Management in Namibia. Preservice teachers were asked to record a 10-15-minute videos of them enacting agricultural science during their four weeks school-based studies (also known as teaching practicum). Video observations revealed that teachers effectively utilized readily available materials to explain concepts in agricultural science in the topic of soil in which they were primarily asked to concentrate on in any grade of their choice. Additionally, the teachers engaged with syllabus-based content appropriately, demonstrated enthusiasm in presenting the material, and exhibited a strong command of the language used as the medium of instruction.

A look at the treatment of the contents of Agroecology as a component of agricultural education in Biology 1

<p>Currently, the study of Agroecology as a component of agricultural education in the subject of Biology 1 and the treatment of its contents at the basic secondary educational level is of great importance. Agricultural education is of vital importance to achieve sustainable development, adopting environmental, economic and social policies based on agroecological principles related to food production and local development from the Cuban educational system. In this sense, it is necessary for teachers to promote and encourage students towards the use of agroecological practices to contribute to the education of current and future generations in love and respect for rurality and for the school to become an extensionist of the agrarian culture. The objective of this article is: to systematize the theoretical foundations of Agroecology as a component of agricultural education and the treatment of its contents, promoting agroecological practices on the basis of food sovereignty and security. To achieve this objective, theoretical (analytical-synthetic; inductive-deductive) and empirical (observation; documentary analysis and interview) methods were used. The importance of this work lies in seventh grade students being able to develop agroecological practices in school, family and community with a view to finding possible solutions to the problems associated with production processes to support family food security.<strong></strong></p>

Entering the agricultural education professorate: Hiring authorities’ perceptions of tenure-track faculty needs

The purpose of this Delphi study was to identify the competencies needed by first-year, tenure-track faculty in the profession of agricultural education and its related specializations (i.e., teacher education, Extension education, leadership development, and agricultural communication) as perceived by hiring authorities. The expert panel was composed of 31 individuals across 25 states who were hiring authorities of agricultural education faculty. At the completion of the third round, there were a total of 52 competencies that reached consensus with the panel. The competencies were situated into three thematic categories: (a) professional skills, (b) technical skills, and (c) personal attributes. A visual framework, including the competencies, categories, and subcategories is presented. We recommend that this framework be used by graduate programs of agricultural education and related specializations as a potential framework for evaluating their programming. The time is ripe for a profession-wide conversation around the development and preparation of future faculty, and how to establish a community of scholars. Future research should be conducted to examine the best practices, such as mentorship and collaboration, to sustain and support faculty over their career and how such practices may be effectively implemented across the agricultural education professorate.

Modern methods of teaching agricultural disciplines in vocational high schools of agriculture

The mission of the agricultural sciences has always been to seek how to grow crops and manage farm animals in order to produce high quality and quantity food and fiber to satisfy the needs of an ever-growing population. In the modern world, the quality training of agricultural specialists starts from the high school stage. Vocational agricultural education is one of the most effective and powerful tools in society which moves humanity forward and cares for the sustenance of all mankind. The present article examines the modern concepts of agricultural education and analyses the teaching methods in agricultural study program. It also describes in detail the modern teaching methods, their purpose, advantages and disadvantages. This article recommends the implementation of modern teaching methods, as it finds that they would ideally fit into the modern students’ idea of a learning process suitable for the new era of artificial intelligence (AI), technology and digitization.

Higher Agricultural Education: An Exploratory Study on Skill Gap of Students

The skill gap among higher education students has become a pressing concern in today's competitive job market, prompting the need for thorough assessment and targeted interventions. This study endeavours to quantify the extent of skill discrepancies among students in higher agricultural education. Through skill gap analysis, the aim is to gauge the shortfall in agricultural and professional competencies among young scholars, delineating the areas where skills are lacking or underdeveloped. By employing an exploratory research design, the study seeks to identify and address skill gaps effectively. The target respondents comprise students from IARI, University of Agricultural Sciences (Raichur), and Banda University of Agriculture and Technology, with a sample size of 150 selected to represent the population adequately. To construct the skill gap index, various dimensions including technical, personal, problem-solving, leadership, entrepreneurial, computer, and organizational skills were pretested. Data collection involved the utilization of questionnaires and in-person interviews to evaluate competency differences among students across the three agricultural universities. Statistical methods such as the Friedman test and the Wilcoxon signed rank test was employed to analyse the gathered data. The analysis found significant disparities in the overall skill levels of students. These findings underscore the need for targeted interventions to bridge the identified skill gaps effectively. By illuminating areas of deficiency, this study provides valuable insights for enhancing the quality of agricultural education and fostering the development of well-rounded professionals equipped to tackle the challenges of the agricultural sector.

Radiographic, computed tomographic, and histologic characteristics of bone for clinically normal laying hens in a free-range housing system.

Laying hens are increasingly being kept in backyard flocks and considered family pets; however, diagnostic imaging characteristics of bone for clinically normal backyard hens are currently limited. This prospective, descriptive study was to describe radiographic, computed tomographic, and histologic characteristics of bone for a group of clinically normal laying hens housed in conditions comparable to those of backyard flocks. Sixteen 60-week-old Lohmann Brown laying hens were included. Hens were housed in a free-range unit with outdoor access at a university research and teaching farm. Hens were defined as clinically normal by the farm manager and a veterinary researcher in laying hen behavior and welfare. Findings from the horizontal beam, left lateral, sternal radiographs (n=16), postmortem, and whole-body CT scans (n=4) were recorded by a veterinary radiologist and a research technician. Histologic findings for sternal, femoral, and tibiotarsal bone samples (n=5) were recorded by a veterinary pathologist. The most frequent radiographic findings for the sternal carina (keel bone) were smoothly marginated concave deviations of the ventral margin and caudal section fractures. Multiple punctate mineral opacities (PMOs) were present in radiographs and CT images for all hens and were involved in the sternal carina and multiple other bones in the axial and appendicular skeleton. No bone abnormalities were identified in any histologic sections where PMOs were radiographically detected. Authors propose that PMOs are normal radiographic and CT findings in the bones of mature, laying hens and may represent temporary calcium reservoirs formed during osteoclastic activities.

Assessing the initial impact of the Russian invasion on Ukrainian agriculture: challenges, policy responses, and future prospects

The war in Ukraine has caused significant losses to the Ukrainian agricultural sector and threatened global food security. This study aims to comprehensively analyse the impact of the Russian invasion on Ukrainian agriculture in its initial phase, examine the responses of Ukrainian agricultural policy and outline key elements for the post-war development of the Ukrainian agricultural sector. Using a systematic approach that includes thorough data collection and analysis from official sources, the Ukrainian press, relevant legislation and statistical data, our study focuses on the first five months of the conflict, from 24 February 2022 to 24 July 2022, to identify the main challenges during this period. The agricultural policy analysis shows that the Ukrainian government has adopted a reactive approach, including tax simplification, affordable credit, deregulation, financial support for the agricultural sector, reduced prices for inputs and resources to support farmers, and improvements in logistics. Critical factors identified for post-war development include repatriation and agricultural education, support for small and medium-sized farms, integration into global markets, emphasis on organic practices and sustainable development, and digitalisation in agriculture. The integration of a systematic overview of the Ukrainian agricultural sector and an analysis of key elements of post-war development provides essential insights for policy-makers and researchers concerned with the impact of war on the agricultural sector and food security.

Influence of Students’ Participation in Young Farmers’ Club on Performance in Agriculture in Secondary Schools in Suba Sub-County, Kenya

Agriculture is one of the most important sectors for economic growth in Kenya. Setting up of young farmers’ club (YFC) in secondary schools is one way of attracting young people in agriculture as well as developing their production skills. Inadequate participation in young farmers’ club may lead to poor performance in agriculture and negative attitude towards the subject by secondary school students.The aim of this study was to determine the influence of students’ participation in young farmers’ club on performance in agriculture subject in secondary schools in Suba Sub-County. A cross-sectional survey research design was employed in the study which targeted 628 Form Three agriculture students in public secondary schools in Suba Sub-County. Data was collected from an accessible population of 286 Form Three Young Farmers’ Club members in 37 public secondary schools in Suba Sub-County. Stratified random sampling was used to get the study sample of 126 respondents. Data was collected using semi-structured questionnaires. Experts from the field of Agricultural Education and Extension of Egerton University assessed the instrument to ensure validity. Reliability was estimated through a pilot testing of 30 agriculture students in five secondary schools in neighbouring Nyatike Sub-County. The reliability was estimated using Cronbach alpha co-efficient where a co-efficient of 0.817 was computed and taken as satisfactory. Data was arranged,coded and analyzed using SPSS version 25. The study findings revealed that students’ performance in agriculture subject is significantly enhanced by participation in Young Farmers’ Club. This study recommends that students’ participation in Young Farmers’ Club activities should be encouraged in all secondary schools as a way of augmenting the students’ performance in agriculture subject. This can be done by availing adequate time for YFC’s activities. In addition, students in YFCs should be accorded with the required facilities in order to make their participation worthwhile.

The state of domestic agriculture: The Mari El Republic case

Subject. The article considers actual problems of agriculture in the Russian Federation on the Mari El Republic case. Objectives. The purpose is to identify and assess the condition of agriculture in the Mari El Republic to identify current problems. Methods. The study employs various research methods, like synthesis, analysis, comparison, induction, and deduction. Results. We investigated the key problems of agriculture, like aging infrastructure, the outflow of population from rural areas to cities, a decrease in the number of investments, a shortage of personnel, and others. Furthermore, we examined modern ways of support: financing, subsidies, support for entrepreneurs, improving access to medical and educational services. The paper considers the main theoretical features in the field of economics and agriculture, analyzes statistical material presented by Rosstat. Conclusions. The study suggests specific qualitative measures, i.e. the development of agricultural entrepreneurs’ culture, increased subsidies, improving the agricultural education, R&D, and innovation in this industry.