Research Paper
Agricultural education
Heydar Sawadi Poor; Seyed Mohammad Javad Sobhani; Masoud Baradaran
Abstract
Despite the critical importance of agriculture in ensuring food security and sustainable development, there is significant concern regarding the cultivation of an entrepreneurial mindset among the young generation engaged in this sector—particularly in regions characterized by unique socio-economic ...
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Despite the critical importance of agriculture in ensuring food security and sustainable development, there is significant concern regarding the cultivation of an entrepreneurial mindset among the young generation engaged in this sector—particularly in regions characterized by unique socio-economic conditions, such as Khuzestan Province. Accordingly, this causal-correlational study, employing a mixed-methods research design, investigates the relationships among individual skills; self-efficacy; learning environment, and entrepreneurial intention among students of agricultural vocational high schools in Khuzestan Province during the 2024–2025 academic year. The statistical population comprised 2,476 students from 13 agricultural vocational schools across the province’s counties; using Cochran’s formula, a sample of 385 students was selected via cluster sampling. The research instrument was a five-point Likert-scale questionnaire. Its face validity was confirmed through expert consultation with specialists in agricultural extension and education. Convergent validity was established by calculating factor loadings and Average Variance Extracted, while discriminant validity was verified using both the Fornell-Larcker criterion and the HTMT index. Reliability was assessed using Composite Reliability and Ordinal Theta coefficient, both yielding acceptable values. Collected data were processed and analyzed using descriptive statistics, the non-parametric Kruskal-Wallis test, and PLS-SEM in SPSS and SmartPLS software. SEM results revealed that all individual skills exert a positive and statistically significant effect on self-efficacy. Furthermore, both self-efficacy and the learning environment significantly influenced entrepreneurial intention. However, the direct effect of the learning environment on self-efficacy was not statistically significant. Findings indicate that entrepreneurial intention among agricultural students stems from a complex interplay between individual and environmental factors.
Research Paper
Agricultural education
Mohammad Sharif Sharifzadeh; Gholamhossein Abdollahzadeh
Abstract
This applied research aimed to assess the strategic context of international student recruitment at Gorgan University of Agricultural Sciences and Natural Resources. Initially, a review of relevant trans-university and intra-university documents was conducted. Consequently, 34 external factors were identified, ...
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This applied research aimed to assess the strategic context of international student recruitment at Gorgan University of Agricultural Sciences and Natural Resources. Initially, a review of relevant trans-university and intra-university documents was conducted. Consequently, 34 external factors were identified, comprising 16 opportunities and 18 threats, alongside 41 internal factors, which included 18 strengths and 23 weaknesses. In the subsequent phase, the insights garnered from the initial stage were assembled into a questionnaire designed for evaluating and formulating strategies rooted in the SWOT analytical framework and the assessment matrix for strategic situations and actions. The statistical population for this phase encompassed 200 university faculty members, from which 132 were randomly chosen via stratified sampling. The results of the SWOT analysis indicated that the overall score for internal factors was 2.623 and 3.164, while the external factors scored 2.381 and 3.361, respectively. The findings suggest that the strategies for attracting international students largely align with defensive measures. Therefore, it is imperative for the university to first address its weaknesses, followed by alleviating threats by leveraging its existing strengths and opportunities. Moreover, through the application of focus group discussions, four defensive strategic goals were established and prioritized, namely: 1- Enhancing institutional, scientific, and research capabilities to attract international students; 2- Fostering comprehensive development in the university’s international collaboration; 3- Advancing curricular and educational quality with a global perspective; and 4- Elevating support services and the overall academic experience for international students.
Research Paper
Agricultural education
Bahman Khosravipour; Moslem Savari; Seyyed Jafar Nejat
Abstract
Facing the unprecedented challenges of climate change, this research aimed to identify and prioritize the drivers for developing climate change education within Iran's agricultural higher education system. The study employed a mixed-methods design, was applied in its purpose, and exploratory in ...
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Facing the unprecedented challenges of climate change, this research aimed to identify and prioritize the drivers for developing climate change education within Iran's agricultural higher education system. The study employed a mixed-methods design, was applied in its purpose, and exploratory in approach. Using a combined qualitative-quantitative approach within a futures studies framework, data were collected through semi-structured interviews with faculty members and analyzed using thematic analysis, resulting in the extraction of 40 basic themes, 23 organizing themes, and 8 global themes. In the quantitative phase, using MICMAC structural analysis and a survey of 15 experts, the eight drivers identified in the previous phase were prioritized and analyzed into four categories: strategic, effective, independent, and dependent. The findings indicate the stability of the climate change education system and identify "Education and Human Resource Development" as the most crucial strategic driver. Effective drivers included "Governance and Institutional Structure," "Continuous Evaluation and Quality Assurance of Education," "Educational Equity," "Educational Content and Curriculum," and "Foresight and Sustainable Development." The "Interaction and Communication" driver was classified as an independent variable, while "Research and Innovation" was categorized as a dependent variable. These results emphasize the necessity of adopting a systematic and comprehensive approach that simultaneously focuses on empowering human resources, improving governance and quality structures, and strengthening the connection between education, research, and society. This will enable climate change education to fulfill its role in building agricultural resilience and sustainability.
