Design, implement, evaluate an interactive farm-to-table curriculum for agricultural science education

Thesis Abstract

This study addresses the gap between agricultural science education and real-world food systems by designing, implementing, and evaluating an interactive farm-to-table curriculum that integrates production, processing, and consumer education to enhance students’ competencies in agricultural literacy, critical thinking, and civic engagement. The aim is to develop a scalable curriculum module that aligns with national science education standards while fostering experiential learning through farm visits, classroom simulations, and school-based food projects. Specific objectives are (1) to co-create an interactive farm-to-table curriculum with secondary school teachers and local producers; (2) to implement the curriculum over a 12-week term in three paired rural and peri-urban schools; (3) to evaluate changes in agricultural science knowledge, systems thinking, and food literacy among students; (4) to examine teachers’ and producers’ perceived feasibility, acceptability, and fidelity of implementation; and (5) to formulate guidelines for policy and classroom practice to sustain farm-to-table education. A mixed-methods design is employed, drawing on design-based research principles and constructivist epistemology anchored by the Theory of Planned Behavior and the Knowledge-to-Action framework. The study population comprises 18 teachers and approximately 900 students enrolled in agricultural science tracks across six schools, with a purposive sample of 24 teachers and 6 lead producers for participatory design workshops. Data collection instruments include (i) a validated Knowledge of Agricultural Systems Inventory administered pre- and post-intervention to 900 students; (ii) a Systems Thinking Assessment to capture causal loop reasoning; (iii) a Food Literacy Questionnaire assessing knowledge, attitudes, and behaviors; (iv) classroom and site observation checklists to monitor fidelity; (v) semi-structured interviews with teachers, producers, and students; and (vi) a Curriculum Feasibility and Acceptability Survey. Validity and reliability are ensured through pilot testing, triangulation, and inter-rater reliability checks (Cohen’s kappa) for observational data. Data analysis comprises descriptive statistics and inferential tests, including ANCOVA to compare post-test outcomes controlling for baseline scores, and multilevel modeling to account for clustering at classroom and school levels. The qualitative component will be analyzed thematically using Nvivo, with a constant comparative method to identify actionable themes related to implementation acceptability, contextual constraints, and perceived impact. A convergent mixed-methods approach will synthesize findings within a conceptual model depicting knowledge transfer from farm-to-table experiences to classroom learning and community awareness. Expected findings indicate statistically significant improvements in agricultural systems knowledge, enhanced systems thinking abilities, and higher food literacy scores among students exposed to the curriculum compared with control groups. It is anticipated that fidelity of implementation and positive teacher-producer partnerships will correlate with greater learning gains, while operational constraints such as time, resource availability, and transportation may moderate effect sizes. The study also expects to identify critical design features—such as hands-on farm activities, local supplier collaborations, and authentic assessment tasks—that demonstrate higher engagement and transfer of learning to home and community contexts. The theoretical contribution includes integrating design-based research with the Theory of Planned Behavior and Knowledge-to-Action to illuminate how contextualized, experiential curricula influence attitudes, perceived behavioral control, and action toward sustainable agricultural practices. Practical contributions encompass a replicable curriculum framework, a scalable teacher professional development model, and policy-ready guidelines for integrating farm-to-table experiences into secondary-level agricultural science programs. The study’s implications for knowledge and practice include advancing understanding of how interactive, place-based curricula can bridge school science with local food systems, informing curriculum design, teacher education, and community partnerships. Recommendations emphasize sustaining stakeholder collaboration, expanding access to farm-to-school networks, embedding ongoing professional development, and evaluating long-term impacts on students’ career trajectories in agriculture and food systems, as well as implications for school meal programs and local economic development.