Abstract
Agricultural education is crucial for addressing global sustainability challenges and achieving the United Nations Sustainable Development Goals (SDGs). The authors highlight the integration of education for sustainable development (ESD) principles into agricultural education, aiming to meet agricultural workforce's needs while contributing to sustainable and equitable practices worldwide. The authors advocate for expanding the scope of global learning beyond traditional international programs outlining research priorities in agricultural educator professional development and global agricultural education delivery systems, emphasizing the need for effective, resource-efficient interventions while highlighting the existing gap in correlating global learning experiences with student learning outcomes. By integrating global learning into agricultural education, the discipline asserts its essential role in societal success. The chapter culminates in a call for collaborative research efforts to further agricultural education's relevance and contribution to addressing global challenges.
TopIntroduction
Global challenges, including food insecurity, climate change and conflict, place significant strain on the foundational systems of society, notably in the fields of education and agriculture. Agricultural teacher educators as social scientists are pivotal in devising and implementing strategies that develop globally competent agricultural educators and strengthen the resilience of agricultural education systems across the globe. Engaging in globally focused research is crucial for enhancing our collective ability to prepare agricultural educators. These educators must be empowered with the agency and efficacy to apply their pedagogical skills to prepare a workforce proficient in the global sectors of food, fiber, and natural resources (APLU, 2009; Fernandez, et al, 2020; National Research Council, 2009). Moreover, it is essential to assess our educational frameworks to ensure they effectively foster interdisciplinary, inclusive, and accessible engagement with global issues within these sectors. This chapter aims to introduce the importance of integrating global concepts into agricultural education, review common theoretical frameworks employed in this field of scholarship, describe our current understanding of global preparation in agricultural teacher education and agricultural education systems, and suggest future directions through a research agenda focused on global learning and engagement in agricultural teacher education.
Key Terms in this Chapter
Agricultural Education: Education that teaches students about agriculture, food, and natural resources. Operationally, this can be assessed by the curriculum content delivered, pedagogical strategies employed, and students' acquisition of knowledge and skills in agricultural practices.
Cultural Competency: Cultural competency refers to the ability of individuals and organizations to interact effectively with people of distinct cultures. This involves understanding one’s own culture, recognizing cultural differences, and adapting behaviors and practices to accommodate those differences. Cultural competency emphasizes awareness, knowledge, and skills that enable individuals to understand and respect cultural diversity and to communicate and act in ways that are culturally appropriate. It often focuses on acquiring specific knowledge about distinct cultural groups' customs, values, and norms.
Global: An approach that encompasses understanding, addressing, and integrating the complexities of issues, trends, and practices that impact and connect individuals and communities across the entire world. It emphasizes interdependence, cross-cultural understanding, and collaborative efforts to solve universal challenges, preparing students and scholars to think critically and act effectively in an interconnected and rapidly changing global landscape.
Global Learning: The process through which learners gain an understanding of global issues and interconnections, developing skills and attitudes to navigate and contribute to the world. Operationally, it can be measured through learners' ability to demonstrate knowledge of global dynamics, cultural empathy, and engagement in global problem-solving activities.
Study Abroad: Educational programs that allow students to live in a foreign country and attend a foreign educational institution. Operationally, this can be measured by the duration of the program, the nature of the cultural immersion, and the academic and personal growth outcomes reported by participants. Studying abroad is generally considered to be short-term if the experience lasts eight weeks or less.
Global Competency: A multi-dimensional construct leading to the capacity to analyze global issues critically, understand and appreciate cultural differences, and engage (or act) effectively in various cultural contexts on issues of global significance.
Education for Sustainable Development: Education for Sustainable Development is defined by the awareness and comprehension of the three pillars of sustainability: economic growth, environmental balance, and social inclusion. Education for Sustainable Development empowers learners of all ages to navigate and address global challenges like climate change, environmental degradation, and poverty by equipping them with the necessary knowledge, skills, values, and attitudes. This approach underlines the importance of education in fostering a sustainable and equitable future, aligning closely with the United Nations' Sustainable Development Goals (SDGs).
Global Awareness: The consciousness and understanding of global issues, cultural diversity, and the interdependence of world societies, fostering an appreciation for global interconnectedness.
Pre-Service Agricultural Educator: An individual undergoing formal education or training in agricultural education, preparing to become a certified agricultural educator. An agricultural educator is a professional who teaches students about agriculture, including plant and animal science, horticulture, forestry, agribusiness, and other related subjects. They may work in various settings, such as public schools, universities, and extension programs, delivering both theoretical knowledge and practical skills.
In-Service Agricultural Educators: A currently employed agricultural educator actively engaged in teaching within the agricultural education field: participating in ongoing professional development.
Global Citizenship: The recognition of one’s responsibilities and rights as a member of the global community and the commitment to contribute positively. Operationally, global citizenship can be measured by individuals' participation in global issues, awareness of global interconnectedness, and proactive engagement in community and global initiatives.
International: Pertains to the study: comparison, and engagement of practices, policies, and interactions that occur between different nations. It focuses on the relationships, exchanges, and collaborations across national borders, aiming to foster an understanding of the diverse geopolitical, cultural, and economic dynamics that influence global societies.
Agricultural Teacher Educator: An agricultural teacher educator is a professional dedicated to the preparation and continuous support of those entering or currently in the field of agricultural education. Working within various educational institutions such as schools, colleges, and universities, they play a pivotal role in developing future educators' (pre-service agricultural educators) skills in agricultural science pedagogical methods. Their responsibilities also include fostering the professional growth of in-service teachers, ensuring they are equipped to effectively educate the next generation in agricultural disciplines.
Sustainable Development Goals: A set of 17 interconnected goals adopted by the United Nations in 2015 to end poverty, protect the planet, and ensure prosperity and peace for all by 2030.
Global Issues: Matters of public concern worldwide that present problems or phenomena affecting people around the world, including but not limited to Africa, Aging, Aids, Atomic Energy, Big Data, Children, Climate Change, Decolonization, Democracy, Disarmament, Ending Poverty, Food, Gender Equality, Health, Human Rights, International Justice, Migration, Oceans, Peace, Population, Refugees, Water, Youth. Often operationalized by frameworks like the UN Sustainable Development Goals.
Educator Professional Development: Activities that enhance an educator’s skills, knowledge, expertise, and other characteristics as a teacher. Operationally, this can be assessed by participating in training sessions, workshops, and courses and implementing learned strategies in teaching practices.
Global Literacy: The ability to locate, understand, and interpret information on global issues, recognizing their implications for communities locally and globally.