Research Paper
Agricultural education
SHAHRAM MOGHADDAS FARIMANI; Maryam Mahmoodi; Roghayeh Seifili
Abstract
The purpose of this study was to investigate the factors of academic success of students in the agricultural secondary high school’s dependence on the Ministry of Agricultural Jihad. The type of this quantitative research was a survey type and the statistical population of this study was male and ...
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The purpose of this study was to investigate the factors of academic success of students in the agricultural secondary high school’s dependence on the Ministry of Agricultural Jihad. The type of this quantitative research was a survey type and the statistical population of this study was male and female students studying in agricultural high school’s dependence on the Ministry of Agricultural Jihad in the eleventh and twelfth grades in the academic years 1404-1405 and was 259 people. The sample size of students in this study was determined using the Cochran's formula, which was 184 people in the provinces of Fars, Mazandaran and Golestan who were surveyed through stratified random sampling with proportional assignment. The gathering instrument was research made questionnaire and included designed questions with five scale Likert that coordinate with goals, variables and theoretical framework and data gathered by structured interview. The reliability of the research instrument was determined by calculating compositional reliability (0.73) to measure the factors affecting the academic success of students and to determine validity, face validity was used by asking experts and faculty members of the the Agricultural Education and Extension Institute for their opinions. The results of the Confirmatory factor analysis showed that the factors affecting the academic success of students in the agricultural high schools studied were eleven factors included: familiarity with the correct study method, teaching methods and teachers' attention, attitude of the conservatory officials, family and mental peace, interest in the field of study, having internal anxiety, influence of those around them, volume of homework, mental ability, amenities and access, and career future can be categorized. In addition, the results of ordinal regression indicate that the variables of the previous year's grade point average, father's education level, future career, familiarity with the correct study method, teaching method and teachers' attention, and interest in the field of study were variables that predicted the academic success of students in the agricultural conservatories studied. Encouraging and familiarizing art students to benefit from active and skill-based teaching methods, creating a safe and calm environment for children by families to improve their learning environment, developing educational facilities and equipment in agricultural high schools in order to strengthen effective skill training, and promoting hope for the future career of art students through the connection of agricultural high schools with agricultural occupations were among the suggestions of this research.
Research Paper
Agricultural education
azadeh chavoshian
Abstract
Since 2020, the Production Support Collaborators “Yavaran – e -Tolid” initiative has been implemented as one of the flagship programs within Iran’s New Agricultural Extension System. The program aims to capitalize on the scientific expertise of university faculty members, researchers ...
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Since 2020, the Production Support Collaborators “Yavaran – e -Tolid” initiative has been implemented as one of the flagship programs within Iran’s New Agricultural Extension System. The program aims to capitalize on the scientific expertise of university faculty members, researchers from agricultural research centers, and field extension agents to transfer technical knowledge, improve productivity, and advance sustainable development in the agricultural sector. This applied, field-based study evaluated the program’s effectiveness in achieving its intended goals in Hamadan Province and identified the corrective measures needed. The statistical population of the research is a collection of experts, Agricultural Extension, and researchers who are active in implementing the project (N=160), . The statistical sample included 113 people from the general population who were selected using a proportional stratified sampling method. Data were gathered using a structured questionnaire based on the CIPP Evaluation Model, with content validity confirmed by experts and reliability verified using an ordinal theta coefficient of 0/892. Findings from the one-sample t-test indicated that the mean scores for the “Context” and “Process” components were significantly higher than the benchmark value of 3, reflecting relatively greater satisfaction among respondents in these dimensions. In contrast, the “Input” component showed no significant deviation from the benchmark, while the “Product” component scored below it, indicating incomplete achievement of intended economic and environmental outcomes. Major challenges identified included limited financial resources, weak institutional support, insufficient educational equipment, restricted access to modern technologies, and inadequate attention to specific target groups. The Kruskal Wallis test revealed no significant differences in attitudes among occupational groups. Overall, the program demonstrated relative effectiveness in goal-setting and process execution, but achieving sustainable results will require strengthening resources, enhancing institutional backing, targeted planning for disadvantaged groups, and establishing a continuous monitoring and evaluation system.
Research Paper
Agricultural education
Reza Movahedi; Mahboobeh Ataei-Asad; Saeed Karimi
Abstract
Considering the negative consequences of excessive use of chemical inputs in conventional agriculture and the importance of preserving human and environmental health, the production of green products is one of the main solutions for sustainable agriculture. The agricultural knowledge and innovation system, ...
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Considering the negative consequences of excessive use of chemical inputs in conventional agriculture and the importance of preserving human and environmental health, the production of green products is one of the main solutions for sustainable agriculture. The agricultural knowledge and innovation system, by developing innovation capacities, provides an opportunity to increase farmers' resilience to environmental changes, strengthen the agricultural sector as the most important sector in increasing agricultural production and ensuring food security. Considering the importance of the subject, the present study was conducted with the aim of identifying the challenges and obstacles of the agricultural knowledge and innovation system in the production of green products in Hamedan province. The present study is an applied research and in terms of methodology, has used a mixed research (qualitative-quantitative). In this study, in order to identify the challenges and obstacles of the agricultural knowledge and innovation system in Hamedan province, semi-structured interviews were conducted with 23 experts in the field of agriculture, including experts, professors, extension agents, and managers. The experts were purposefully selected using snowball sampling, and the interviews continued until theoretical saturation was reached. The data were analyzed using conventional content analysis and MAXQDA software. The main and sub-categories and concepts were extracted directly from the data. In the second step, the fuzzy Delphi method was used to discover the relationships between the extracted factors. The results showed that the main obstacles and challenges of the agricultural knowledge and innovation system in the production of green products in Hamedan province are: structural and institutional obstacles (0.759), economic obstacles (0.735), technological obstacles (0.731), educational and awareness obstacles (0.722), social and cultural obstacles (0.721), and information and communication obstacles (0.715). The relationships of each component with its sub-components were also determined.
Research Paper
Agricultural education
romina amiri; Amir Alambeigi; اAmirreza Rezaei; seyed mahmood hosseini; Marzieh Keshvarz
Abstract
This study addresses the persistent gap between declared institutional readiness and tangible University Social Responsibility (USR) achievements within agricultural higher education. The primary objective was to precisely model the mediating role of Cultural Maturity in converting formal Institutional ...
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This study addresses the persistent gap between declared institutional readiness and tangible University Social Responsibility (USR) achievements within agricultural higher education. The primary objective was to precisely model the mediating role of Cultural Maturity in converting formal Institutional Capacity (structural readiness) into palpable USR outcomes, thereby identifying the necessary drivers for effective USR implementation. Employing an applied, causal-correlational methodology, data was collected from 124 randomly selected agricultural faculty members across the country. Structural Equation Modeling (SEM) was utilized to analyze the proposed relationships. The modeling results confirmed a robust causal framework. Specifically, Institutional Capacity was found to significantly and directly influence Cultural Maturity concerning social responsibility. Furthermore, Institutional Capacity plays a meaningful direct role in shaping USR achievements. Crucially, the analysis established that Cultural Maturity also exerts a key, positive, and significant impact on USR achievements, acting as an essential force in the overall model. The research concludes that achieving sustainable USR effectiveness in agricultural universities demands a dual-axial approach. Success is achieved by first establishing and fortifying Institutional Capacity as the structural foundation, and then strategically investing in Cultural Maturity as the primary engine and mediating force necessary for translating potential into realized societal achievements.
Research Paper
Agricultural education
majidreza khodaverdian; javad ghasemi
Abstract
This study aimed to investigate the impact of training and extension activities and measures on the achievement of the goals of comprehensive extension bases, including reducing water consumption, increasing yield per unit area, increasing farmers' income, reducing chemical input consumption, and increasing ...
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This study aimed to investigate the impact of training and extension activities and measures on the achievement of the goals of comprehensive extension bases, including reducing water consumption, increasing yield per unit area, increasing farmers' income, reducing chemical input consumption, and increasing water consumption productivity index from the perspective of the main farmers, which were implemented during the 1402 crop year in 12 counties of the provinces of West Azerbaijan, East Azerbaijan and Kurdistan. The statistical population of this study was all the main farmers covered by comprehensive extension bases, numbering 80 people, who were studied using a complete census method. A researcher-made questionnaire with a five-point Likert scale was used to collect data. Its form validity was obtained by surveying experts from the Agricultural Education and Extension Institute, and its content validity was based on the average variance extracted (AVE = 0.54) and the reliability of the research tool using ordinal theta (θ = 0.75). In this study, by using structural equation modeling and PLS software, the R2 values and the contribution of each exogenous variable to the path coefficients were determined. The findings showed that research variables such as executive organization, joint action plan, implementation of comprehensive participatory management of production factors, implementation and application of technical techniques and solutions, documentation of training-extension measures, information and awareness from the perspective of the main farmers had a positive and significant effect on achieving the goals of comprehensive extension bases.
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Agricultural education
Hossein Manafi Rasi; Hamidreza Moslehi
Abstract
The animal feed industry is a critical component of the animal protein supply chain, and product quality depends on the skills and competencies of technical staff. Despite technological advancements in feed manufacturing, a substantial gap persists between industry-required competencies and those delivered ...
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The animal feed industry is a critical component of the animal protein supply chain, and product quality depends on the skills and competencies of technical staff. Despite technological advancements in feed manufacturing, a substantial gap persists between industry-required competencies and those delivered through formal and non-formal training programs. This study aimed to design a comprehensive competency-based curriculum development model for technical staff in animal feed production and to standardize key occupational tasks and skills.This applied qualitative study used Norton’s structured curriculum development model (1997) and an expert-based approach. Sixteen participants, including subject-matter experts, feed mill production managers, skill development planners, and representatives of the animal feed producers’ union, were purposively selected based on professional competence. Data were collected through document analysis, review of national and international training curricula, semi-structured interviews, direct observation, and focus group discussions. Data were analyzed using qualitative content analysis and systematic competency-based coding.To enhance curriculum relevance, an AI-assisted, skill-oriented competency framework was developed, compared with expert findings, and refined accordingly. A competency coding system was used to standardize identified skills. Results indicated that, according to the International Standard Classification of Occupations (ISCO-08), this occupation comprises three functional domains: operation and adjustment of production and grinding–mixing equipment, quality control of raw materials and finished products, and management of occupational health, safety, and environmental requirements. Within this framework, twenty-five key tasks and more than one hundred and fifty sub-tasks were identified, each defined by performance criteria and required skills.
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