A Participatory Framework for Agricultural Science Education Transformation

Thesis Abstract

The study addresses the persistent gap between agricultural science education and the needs of diverse learner communities by developing a participatory framework that integrates farmer knowledge, classroom pedagogy, and community-extension linkages to transform instructional practices and learning experiences. The aim is to design, validate, and pilot a Participatory Agricultural Science Education Transformation (P-ASET) framework that operationalizes co-creation of curricular content, assessment, and learning environments among secondary school students, agribusiness trainees, agricultural extension officers, and university pre-service teachers. Specific objectives are (1) to identify stakeholder-driven learning outcomes aligned with local agricultural systems, (2) to co-construct and implement participatory teaching–learning activities that leverage experiential and maker-centered approaches, (3) to evaluate the framework’s impact on students’ agricultural knowledge, scientific reasoning, and attitudes toward sustainable practices, (4) to examine teachers’ instructional efficacy and perceived feasibility of scale-up, and (5) to develop a theory-informed model of participatory education transformation in agricultural science contexts. A mixed-methods design will be employed in three phases over 24 months. Phase I uses a concurrent exploratory design with a purposive sample of 24 schools, 12 extension offices, and 6 tertiary teacher training colleges across three agro-ecological zones. Data sources include semi-structured interviews with 40 stakeholders, focus groups with 12 teacher cohorts, and document analysis of curricular materials. Phase II implements the P-ASET pilot in 8 schools with 320 students and 16 teachers, complemented by 12 extension officers, employing participatory curriculum co-design workshops and action research cycles over one academic year. Phase III uses a sequential explanatory design to quantify outcomes and refine the framework, enrolling an additional 16 schools (1600 students total across phases) for a quasi-experimental evaluation. Instruments include validated scales for scientific literacy, agricultural self-efficacy, and attitude toward sustainable agriculture, classroom observation protocols, and a teacher reflection diary. Data analysis will utilize thematic analysis for qualitative data, and structural equation modeling (SEM) to test relationships among participatory processes, instructional practices, and student outcomes. Multivariate analysis of covariance (MANCOVA) will assess differences between intervention and comparison groups, controlling for baseline covariates such as socioeconomic status and prior achievement. The analytical framework will be underpinned by participatory action research (PAR) and social constructivism, augmented by the theory of situated cognition and John Dewey’s experiential learning principles to explain how collaborative knowledge creation mediates educational transformation. Expected findings include (a) enhanced student achievement in agricultural science concepts and scientific reasoning; (b) improved motivation, engagement, and pro-sustainability attitudes among learners; (c) increased teacher efficacy and adaptive capacity to incorporate local knowledge and inquiry-based methods; and (d) evidence that co-created curricula and assessment practices yield more relevant and durable learning outcomes than conventional delivery. The study anticipates that participatory processes will mediate improvements through enhanced teacher-student collaboration, authentic assessment, and stronger linkages between schools, farmers, and extension services. The contribution to knowledge lies in operationalizing a scalable, evidence-based participatory framework for agricultural science education transformation, integrating theoretical perspectives from PAR, situated cognition, and experiential learning with empirical validation across diverse contexts. The study will offer a practical model for policy makers and educational leaders seeking to institutionalize participatory approaches in agricultural education, including guidelines for stakeholder engagement, co-design mechanisms, professional development, and indicators for monitoring and evaluation. The main conclusion is that a systematically implemented participatory framework can transform agricultural science education by bridging classroom learning with local agrarian ecosystems, thereby enhancing knowledge co-production and sustainable agricultural outcomes. Recommendations include embedding PAR cycles in teacher preparation programs, establishing durable school–extension partnerships, allocating dedicated resources for participatory material development, and scaling the framework through district-level professional development and policy reform.