Agricultural education
sheida Yousefi Borhani; Seyd mahdi mirdamadi
Abstract
The current study aimed to investigate the training needs of CEOs and members of agricultural pro-duction cooperatives in Ilam and Khuzestan provinces using the Borich model and quadrant analysis in 2023. The statistical population of this study included 749 managing directors and members of agricultural ...
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The current study aimed to investigate the training needs of CEOs and members of agricultural pro-duction cooperatives in Ilam and Khuzestan provinces using the Borich model and quadrant analysis in 2023. The statistical population of this study included 749 managing directors and members of agricultural production cooperatives and 51 managers of the National Rural Cooperative Organization. The data collection tool was a questionnaire based on the Borich model. The validity of the research tool was confirmed using the opinions of experts in the Rural Cooperative Organization's Education Office. Its diagnostic validity and composite reliability were achieved by estimating the measurement model and after applying technical opinions and a composite theta of above 0.7. First, the training needs were determined from the perspective of managing directors. Then, based on the quadrant analysis and the agreement of the views of the CEOs and experts in the field, general training courses on transaction regulations, financial management in production cooperatives, and specialized training courses on the principles of equipping and integrating land, familiarity with modern irrigation networks and systems, familiarity with water laws and regulations, the law and executive regulations on cooperative production, the basics of smart agriculture, and fair water distribution were determined as priority training courses. Considering the similarity of the two models, it can be concluded that there is agreement between the experts, CEOs, and members of production cooperatives on training priorities.
Agricultural education
zahra athari; Behrooz Moradi
Abstract
Despite the significant importance of natural resources in sustaining human life, the training of the protection unit force, has not aligned with their educational needs as it should. Therefore the purpose of this descriptive – analytical research was to investigate the educational needs of the ...
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Despite the significant importance of natural resources in sustaining human life, the training of the protection unit force, has not aligned with their educational needs as it should. Therefore the purpose of this descriptive – analytical research was to investigate the educational needs of the protection unit forces of the General Directorate of Natural Resources and Watershed Management of Kermanshah Province using the Borich needs assessment model. The research population consisted of the protection unit forces of the General Directorate of Natural Resources and Watershed Management in Kermanshah Province (N=112), and ultimately, 105 questionnaires were completed. The data collection tool was a researcher-made questionnaire. The ordinal coefficient theta (Ө=0.86) and a panel of experts were used to establish its reliability and validity, respectively. Based on the results, the educational needs of the protection unit force in natural resources and watershed management were prioritized as follows: familiarity with GIS software, understanding the rules of criminal procedure and legal claims, and knowledge of laws regarding the carrying of weapons. Exploratory factor analysis revealed that the importance of technical-specialized needs, legal needs, protective-supportive needs, fire prevention and extinguishing needs, and Phytomedicine needs accounted for approximately 79 percent of the variance related to the training needs of the protection unit forces. The results achieved from ordinal regression method indicated that 32 percent of probability criterion variable is explained by variables of age and work history. Training courses on map reading skills and the optimal use of GIS and GPS should be prioritized.
Agricultural education
abdolrahim gheyassi; amir Alambeigi
Abstract
Identifying the details of the role of social support from agricultural academic staff on the job search behavior of agricultural students is a scientific necessity. Accordingly, the main purpose of this study was to investigate the role of social support from academic staff of agricultural higher education ...
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Identifying the details of the role of social support from agricultural academic staff on the job search behavior of agricultural students is a scientific necessity. Accordingly, the main purpose of this study was to investigate the role of social support from academic staff of agricultural higher education institutions on the job search behavior of agricultural students. Fourth-year undergraduate students of all agricultural fields in public universities constituted the statistical population of this study. 384 students from ten universities were selected as the statistical sample of the study using the inverse square root method and two-stage sampling method. After designing and confirming face validity, construct validity (AVE = 0.54-0.79), reliability (θ= 0.79-0.90), and composite reliability (CR<0.88-0.92), the research questionnaire was distributed among the respondents. The dominant statistical method was structural equation modeling. The results showed that social support from agricultural academic staff is effective in improving the job search behavior of agricultural students. The results also showed that psychological capital partially mediates the effect of social support on students' job search behavior. However, according to the results obtained, the supportive role of academic staff of higher education institutions in strengthening students' psychological capital is nonlinear. More social support from academic staff is suggested to improve job search behavior and the psychological capital of agricultural students.
Agricultural education
Masoud Rezaei
Abstract
The Covid-19 crisis has accelerated the digital transformation of education, and universities were forced to use online learning. The main goal of this research was to examine the pathology of online learning in agricultural higher education during the Corona era from the perspective of students at Arak ...
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The Covid-19 crisis has accelerated the digital transformation of education, and universities were forced to use online learning. The main goal of this research was to examine the pathology of online learning in agricultural higher education during the Corona era from the perspective of students at Arak University. This research was conducted using a survey method. The statistical population of the study was undergraduate agricultural students, 112 of whom were selected using simple random sampling. Validity and reliability of the research instrument were confirmed based on the evaluation of a panel of experts and ordinal alpha coefficient (α= 0.90-0.95) respectively. The research findings indicated that most students had access to the internet at home, and most of them attended the virtual class only with their mobile phones. The results of the internal analysis showed that the weaknesses (Mean Score=3.78) and strengths (Mean Score=3.28) of online learning were strong and intermediate in order. Furthermore, the results of the external analysis revealed that the opportunities (Mean Score=3.40) and threats (Mean Score=3.92) of online learning were intermediate and strong, respectively. Based on the results, four categories of strengths were at an intermediate level, and three categories of weaknesses were at a strong level. The findings also showed that two dimensions of virtual education opportunities were at a moderate level, and three dimensions of online learning threats were at a strong level. SWOT analysis also revealed that the defensive strategy was the main strategy for improving the virtual education in agriculture.
Agricultural education
somayeh negahdari; saeed talebi; farzad mohamadjani
Abstract
Organizational culture is recognized as a pivotal factor in ensuring the sustainability and growth. The present study aimed to investigate the impact of administrative culture on the quality of teaching and education, mediated by knowledge management, within the modern agricultural extension system. ...
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Organizational culture is recognized as a pivotal factor in ensuring the sustainability and growth. The present study aimed to investigate the impact of administrative culture on the quality of teaching and education, mediated by knowledge management, within the modern agricultural extension system. A causal-correlational research design was employed. The statistical population of the study comprised 2,247 individuals in the academic year 2023-2024, including: Agricultural extension agents affiliated with Jihad-e-Agriculture, Faculty members of agricultural research stations, Faculty members in agricultural disciplines from Islamic Azad University, Payame Noor University, and public universities in Fars Province. Using the simple random sampling method and Morgan’s table, 330 participants were selected as the study sample. The data collection tools included: Siraj’s Teaching Quality Assessment Scale (2002) with a reliability coefficient of 82%,Denison’s Organizational Culture Model (1995) and Cameron & Quinn’s Framework (2006) with a reliability coefficient of 85%,Taheri et al.’s (2022) Knowledge Management in the Modern Agricultural Extension System Scale with a reliability coefficient of 87%. All three instruments employ a 5-point Likert scale, and their validity was confirmed via confirmatory factor analysis. To investigate the impact of the variables, the path analysis method was employed. The research findings indicate that organizational culture exerts a direct positive impact on the components of knowledge management (production, distribution, processing) as well as the quality of teaching and learning. Furthermore, knowledge management components have a direct positive impact on teaching and educational quality.
Agricultural education
Amirreza Rezaei; Seyedeh Rana Mousavi Tazehkand; Hamid Movahed Mohammadi
Abstract
This study aimed to conduct a comparative analysis of the impact of environmental literacy on sustainable and pro-environmental behaviors among students in agricultural vocational schools and green schools in Tehran Province. The research employed a correlational-causal design, with data collected from ...
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This study aimed to conduct a comparative analysis of the impact of environmental literacy on sustainable and pro-environmental behaviors among students in agricultural vocational schools and green schools in Tehran Province. The research employed a correlational-causal design, with data collected from a statistical population of 998 students from green schools and 435 students from agricultural vocational schools across 4 green schools and 5 agricultural vocational schools. Using Morgan's table, a sample of 298 participants was selected, with 269 questionnaires ultimately included in the analysis. Convenience sampling was used, and data were gathered through a questionnaire validated by faculty members of Agricultural Extension and Education at the University of Tehran. Reliability was confirmed via a pilot study (Cronbach's α = 0.559–0.908). Data were analyzed in SPSS25 using descriptive and inferential statistics, including the Mann-Whitney U test. The results revealed significant differences (p < 0.01) between the two groups: Agricultural students exhibited significantly more favorable environmental behaviors; They demonstrated higher levels of environmental performance; They displayed stronger pro-environmental behavioral intentions; They held more pronounced environmental attitudes; However, green school students possessed greater subjective environmental knowledge. These findings suggest that while agricultural vocational education may more effectively foster practical pro-environmental actions, green schools excel in developing environmental awareness. The study highlights the need for balanced educational approaches that integrate both knowledge and behavioral components in sustainability education.
Agricultural education
Seyed Mohammad Javad Sobhani; Ehsan Sadeghizadeh; Omid Jamshidi
Abstract
The imperative to achieve food security, sustainable agricultural practices, and smart farming development has reinforced technology studies with a sociological perspective. The deep interconnection between agricultural development strategies and technological transformations highlights the need for ...
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The imperative to achieve food security, sustainable agricultural practices, and smart farming development has reinforced technology studies with a sociological perspective. The deep interconnection between agricultural development strategies and technological transformations highlights the need for novel tools and methodologies to assess technology in support of innovation and entrepreneurship. Accordingly, this qualitative study aimed to develop an innovative framework for evaluating smartphone-based applications in agricultural extension and education, based on balancing technology readiness level (TRL) and market readiness level (MRL). The research instrument was a questionnaire derived from the nine-cell TRL-MRL matrix, the face and content validity of which was confirmed by university experts in agricultural extension and education, as well as subject-matter specialists proficient in technology assessment. Additionally, the reliability of the tool was estimated to be satisfactory, with a Guttman’s reproducibility coefficient (CR ≥ 0.80). Using the TRL-MRL matrix, the performance of 16 domestic agricultural extension and education applications was evaluated through a survey of 15 experts. Based on the findings, the applications were classified into four main categories: (1) agricultural knowledge and communication media, (2) education, consulting, and agricultural input provision, (3) farm smartification and monitoring, and (4) artificial intelligence in plant, pest, and disease identification. This classification provides an overview of the current status and developmental potential of agricultural extension and education applications. Furthermore, the findings revealed that most of these applications are at the market readiness stage, indicating their potential for widespread adoption and societal penetration. The proposed comparative matrix, with its structured approach to technology management, can serve as a lever for implementing innovative solutions to the evolving challenges of the agricultural sector.
Agricultural education
KUBRA arkavazi; seyed ahmadreza Pishbin; Seyyed Yousef Hedjazi; amir alambaigi
Abstract
Attention to human capital is an undeniable necessity in order to achieve economic goals. Universities, as responsible institutions for developing and cultivating human capital needed by society, have a significant contribution to the knowledge-based economy. In this regard, universities have faced new ...
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Attention to human capital is an undeniable necessity in order to achieve economic goals. Universities, as responsible institutions for developing and cultivating human capital needed by society, have a significant contribution to the knowledge-based economy. In this regard, universities have faced new and challenging developments that leds a distinct concept called "Entrepreneurial University". Despite the importance of the agricultural sector in the country’s growth and development, no effective action has been taken in the field of Agricultural Entrepreneur University. Therefore, the current research has been taken with the aim of explaining the development mechanisms of entrepreneurial university in Iran's agricultural higher education. A quantitative-qualitative method was used to conduct this research. Statistical population of the study included all agricultural faculty members of Iran universities, 206 of them were selected using the Daniel's method in an accessible manner to collect the required data. In order to data collection, semi-structured interviews were used in the qualitative part and researcher-made questionnaires in the quantitative part. The results of entrepreneurial university dimensions’ analysis indicate the importance and role of eight dimensions including: "vision, mission, strategy", "effective management and organizational structure change", "stakeholders participation", "knowledge commercialization", "executive mechanisms", "entrepreneurship education and entrepreneurial culture creation", "social and economic challenges" and "technology Requirements", in creating the foundation for development and realization of the agricultural entrepreneurial university
Agricultural education
yaghoobi Ahmad; Fatemeh Ali Tavakoli; Azar Safari Navid
Abstract
Electronic media and virtual social networks have become an inseparable part of human life, and their role in improving learning and changing individuals' behavior has attracted researchers' attention. This issue received particular emphasis during the COVID-19 pandemic to compensate for physical attendance ...
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Electronic media and virtual social networks have become an inseparable part of human life, and their role in improving learning and changing individuals' behavior has attracted researchers' attention. This issue received particular emphasis during the COVID-19 pandemic to compensate for physical attendance limitations in educational environments. Accordingly, this study employed the Technology Acceptance Model (TAM) to analyze the use of virtual social networks as a complement to virtual learning programs at the Faculty of Agriculture, Bu-Ali Sina University during this period. For data collection, the standardized Park (2009) questionnaire was used in electronic form after translation and verification of its validity and reliability. From among 780 undergraduate students, 160 were selected as the sample and examined. The collected data were processed using both SPSS and Smart PLS software. Correlation analysis revealed a positive and significant relationship (p < 0.05) between the two variables of 'perceived usefulness of social networks' and 'subjective norm' with students' attitudes and their behavioral intention to use social networks. Additionally, a positive and significant relationship was observed (p < 0.05) between students' attitudes toward social networks and their behavioral intention to use them. However, no significant relationship was found between the two variables of 'perceived ease of use' and 'access to networks' with the variables of attitude and behavioral intention. Evaluation of the research model using Smart PLS software showed that the employed model had relatively good overall fit, explaining 42% of the variance in behavioral intention to use social networks and 32% of the variance in students' attitudes toward using virtual social networks.
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