A Sustainable Competency Model for Agricultural Education Transformation

Thesis Abstract

The transition of agricultural education systems toward sustainable development requires a coherent framework that integrates competency development with transformative practices for stakeholders across teachers, curricula, and delivery platforms. This study addresses the persistent gaps between contemporary agricultural education outcomes and the evolving demands of sustainable farming, agribusiness competitiveness, and rural livelihoods. The aim is to develop a Sustainable Competency Model for Agricultural Education Transformation (SCMAET) that operationalizes knowledge, skills, attitudes, and contextual capabilities necessary for sustainable agricultural transformation. Specific objectives are (1) to identify core competencies linked to sustainability outcomes within agricultural education; (2) to construct a theoretically grounded competency model integrating systems thinking, experiential learning, and digital literacy; (3) to validate the model through empirical assessment of its predictive validity for student learning outcomes and teacher facilitation effectiveness; (4) to examine how contextual factors such as region, institution type, and resource availability influence competency development; and (5) to provide a practical implementation roadmap for policymakers and educators. A mixed-methods research design is employed, combining quantitative and qualitative strands under a pragmatist paradigm to ensure applicability and stakeholder relevance. The study population comprises 60 agricultural education departments across five regions, with a stratified sampling approach yielding 300 secondary and tertiary-level educators, 1,200 students, and 40 curriculum developers. Data collection instruments include a structured survey instrument for teachers and students, developed from an initial framework of 40 competency indicators, validated by a panel of five international experts using content validity index (CVI), and piloted with 30 respondents. Semi-structured interviews are conducted with 40 teachers and 15 curriculum developers to capture contextual nuances, while 12 focus groups with students provide experiential insights. Document analysis of policy documents, curricula, and instructional materials supplements the data. Validity and reliability are established through confirmatory factor analysis (CFA) for the competency construct, Cronbach’s alpha and composite reliability for internal consistency, and inter-rater reliability for qualitative coding (Cohen’s kappa > 0.70). Quantitative data are analyzed using structural equation modeling (SEM) to test the hypothesized relationships among core competencies, teaching practices, and learning outcomes, and multiple regression to assess predictive validity of the SCMAET. Qualitative data undergo thematic analysis to identify emergent patterns related to contextual enablers and barriers, with triangulation across sources to strengthen credibility. The theoretical framework integrates Self-Determination Theory to explain motivation in skill acquisition, and the Knowledge-to-Action (KTA) framework to guide knowledge translation into practice; Systems Thinking is embedded to ensure the model captures interdependencies among agroecological, economic, and social dimensions. A conceptual model synthesizing these theories guides specification of the SCMAET indicators, their measurement scales, and the pathways linking competencies to sustainable outcomes. Expected findings indicate that a parsimonious set of 18–22 competency indicators, organized into three constructs—Technical-Sustainability Competencies, Pedagogical and Facilitation Competencies, and Contextual and Digital Competencies—explain a substantial proportion of variance in student performance (R2 ? 0.60) and teacher effectiveness (R2 ? 0.55). The study anticipates that institutional factors such as continuous professional development opportunities and access to simulation tools positively moderate competency development, while resource constraints dampen gains. The contribution to knowledge includes a rigorously developed, validated SCMAET that operationalizes sustainability-oriented competency development in agricultural education, integrates established theories with practical implementation considerations, and offers a diagnostic instrument and roadmap for policy and curriculum reform. The study concludes that sustainable transformation in agricultural education is achievable through a coherent competency model that aligns teacher practice, learner experience, and contextual realities. Recommendations emphasize embedding SCMAET in national curricula, investing in teacher professional learning communities, expanding experiential and digital learning environments, and establishing monitoring and evaluation systems to track competency development over time. Further research should test the model across additional contexts, examine longitudinal impacts on agrarian livelihoods, and refine indicators as technology and sustainability challenges evolve.