Search Results (49)

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while marginalizing quantitative decision-making, fostering a structural mismatch between graduate competencies and industry demands. To explore a systematic pathway out of this dilemma, this study chronicles a three-year pedagogical intervention utilizing a mixed-methods design with a historical control cohort (N = 275) within the urban planning program of Gansu Agricultural University—a regional institution situated in a less-developed frontier where territorial renewal demands macro-spatial synthesis over aesthetic forms. The intervention strategically redefined the graduate competency profile as “spatial data analysts”, constructing a pedagogical model comprising foundational algorithmic training, cross-disciplinary faculty collaboration, and real-world Project-Based Learning (PBL), coupled with a restructured, evidence-based evaluation system. Longitudinal tracking and quantitative analyses indicate a structural alignment with elevated educational efficacy. At the macro level of employment trajectories, the proportion of graduates securing knowledge-intensive data positions experienced a structural shift, rising from a baseline of 14.5% to 42.5%, reflecting an enhanced capacity to capitalize on expanding societal demands. At the meso level of practical competence, the award rate in high-level professional competitions increased by 35.4%. At the micro cognitive level, the new evaluation mechanism is associated with a successful redirection of students’ cognitive resources toward algorithmic logic and policy translation (p < 0.001) while highly significantly enhancing their self-efficacy in tackling complex, wicked engineering problems (p < 0.001). Rather than isolating pure causal mechanics, this study interprets these systemic gains as a contextual realignment of academic supply. It provides a context-sensitive, reproducible methodological reference for cultivating professional distinctiveness and reshaping the spatial planning education system in the digital era. Full article

The digital transformation of agriculture is rapidly turning the sector into a highly data-intensive domain. The European Union has responded with a broad horizontal framework encompassing the General Data Protection Regulation (GDPR), the Data Governance Act (DGA), the Data Act, the PSI Directive and the AI Act. However, this framework remains sector-neutral: it does not define ‘agricultural data’ as a legal category, nor does it explicitly recognize the specific position of farmers as data providers. This article pursues three objectives: (i) to map the EU legal and policy framework on data and AI as it applies to agriculture and identify regulatory gaps; (ii) to synthesize key concerns from the literature on agricultural data governance, with particular attention to the position of farmers and data spaces; and (iii) to develop an outline of a Spanish ‘Law on Agricultural Data and Digital Agricultural Services’ as an example of sectoral data legislation. The proposed Act—structured around a Preliminary Title and seven substantive Titles—would define agricultural data, recognize farmers as data providers, establish mandatory contractual protections, govern agricultural data spaces and cooperatives, introduce sector-adapted AI rules, address data sovereignty, and set up an institutional framework and graduated sanctions. The analysis argues that sectoral data law can complement EU horizontal rules, enhance legal certainty, and empower farmers without fragmenting the internal market. The article employs a doctrinal legal analysis and normative design-oriented methodology, drawing on secondary literature, policy documents, and EU and Spanish law; it does not rely on original empirical fieldwork. Full article

Breaking the talent bottleneck in agriculture and forestry and establishing an effective channel for transmitting intellectual achievements from university graduates to rural areas are crucial for building a high-quality rural revitalization workforce. This study employs a mixed-methods approach, combining systematic surveys based on a five-point Likert scale (Cronbach’s α = 0.982) with machine learning modeling to analyze the factors influencing the employment of graduates from agricultural and forestry institutions. Key findings indicate that respondents generally recognize the importance of salary and benefits, express high satisfaction with occupational environments and living conditions, and acknowledge the effectiveness of training systems and promotion channels. The Genetic Algorithm-Back Propagation (GA-BP) predictive model constructed in this study demonstrates outstanding performance, achieving coefficients of determination (R²) of 0.983 and 0.960 on the training and test sets, significantly outperforming traditional measurement methods. This research not only provides data-driven support for optimizing employment policies in agricultural and forestry institutions but also showcases an innovative application of artificial intelligence in analyzing employment factors, offering an interdisciplinary research paradigm for talent strategies aimed at advancing smart agriculture. Full article

Under the background of “Emerging Engineering Education”, promoting reform in the practical teaching of Agricultural Hydraulic Engineering is a crucial task for cultivating water conservancy professionals with sustainability competencies in the new era. This study addresses current issues in the practical education of Agricultural Hydraulic Engineering, including fragmented practical content, disjointed tiered training, superficial teaching models, and simplified assessment methods. Guided by the Outcome-Based Education (OBE) concept and incorporating sustainability education principles, and integrating the distinctive features and course orientation of the university’s programme, this study implements a multidimensional practical teaching reform characterized by “three level–four integration–five dimension–three objective” framework in Agricultural Hydraulic Engineering. This reform has achieved significant outcomes: teaching quality has been notably enhanced, with students demonstrating substantially improved practical and innovative capabilities, earning over ten national and provincial competition awards in the past two years. Faculty teaching research capabilities have strengthened, resulting in multiple provincial-level teaching reform projects and top-tier course approvals. The proportion of courses achieving a satisfactory level of target attainment stands at 66.7% of the total practical courses. Graduate and employer satisfaction rates reached 96.2% and 100%, respectively. The results demonstrate the strong applicability and effectiveness of this multidimensional practical teaching model in fostering talent equipped for sustainable water conservancy development, providing an important reference for practical teaching reforms in agricultural universities during the new era. Full article

The sustainable development of agrifood systems is a pressing global challenge, highlighting the need for frameworks that guide responsible investment and community engagement. The Principles for Responsible Investment in Agriculture and Food Systems (CSA-IRA), approved by the Food Security Council in 2014, provide such a framework. Recognizing this opportunity, the FAO selected the Gesplan Research Group of the Polytechnic University of Madrid in 2016 to promote these principles in Latin America, the Caribbean, and Spain, leveraging the expertise of PhD graduates in Projects and Planning for Sustainable Rural Development. The main objective of this research was to explore how teaching, research, and civil society engagement can be integrated to operationalize CSA-IRA principles and foster sustainable development. To achieve this, the study applied the “Working with People” model across multiple countries and contexts, using university–business collaborations to implement practical, socially responsible initiatives. Over nine years, the approach generated a network of 46 universities and 52 agrifood companies across 12 countries, demonstrating effective multi-stakeholder collaboration. The accumulated experience led to the proposal of the Metauniversity—a “university of universities”—as an innovative instrument to scale knowledge transfer, research, and community engagement. These findings highlight that structured, collaborative networks can translate CSA-IRA principles into tangible actions, offering a replicable model for sustainable agrifood development globally Full article

Graduate students often experience difficulties in learning statistics, particularly those who have limited mathematical backgrounds. In recent years, Learning Management Systems (LMS) and Problem-Based Learning (PBL) have been widely adopted to support instruction, yet little research has explored how these tools relate to learning outcomes using mixed methods design. Limited studies have employed machine learning methods such as clustering analysis in Learning Analytics (LA) to explore different behavior of clusters based on students log data. This study followed an explanatory sequential mixed methods design to examine student engagement patterns on Canvas and learning outcomes of students in a graduate-level statistics course. LMS log data and surveys were collected from 31 students, followed by interviews with 19 participants. K-means clustering revealed two groups: a high-performing group with lower LMS engagement and a low-performing group with higher LMS engagement. Six themes emerged from a thematic analysis of interview transcripts: behavioral differences in engagement, the role of assessment, emotional struggle, self-efficacy, knowledge or skill gain, and structured instructional support. Results indicated that low-performing students engaged more frequently and benefited from structured guidance and repeated exposure. High-performing students showed more proactive and consistent engagement habits. These findings highlight the importance of intentional course design that combines PBL with LMS features to support diverse learners. Full article

Soil monitoring is essential for pursuing several sustainable development goals including ‘Zero Hunger’ and ‘Life on Land’. This study examined the status of national soil monitoring laboratories in Mediterranean countries through a multi-country survey to assess strengths and gaps. The results showed that most national soil labs performed basic tests related to soil health and agricultural management, such as texture, pH, and nutrient analysis. However, fewer labs performed more specific tests that are also relevant to these applications such as compaction and biological analysis. Furthermore, tests required for assessing soil pollution, such as heavy metals, were conducted only by few labs. This was mostly due to a lack of equipment like atomic absorption spectrometers. In total, 75% of labs reported good quality of the instruments and frequent calibration. The staff were generally well qualified, with most holding graduate degrees, and women comprised 58% of the staff. Many national services started using electronic reports and provided result interpretation for end users, but not all used lab information systems. The findings highlight the need for better equipment, more advanced testing, and stronger digital management systems. Addressing these issues will help harmonize soil data and support sustainable land management and agriculture in the region. Full article

Teaching university students about international food and agricultural issues is paramount to preparing a globally competent workforce. Given future demands for foodstuffs needed to sustain a global populace exceeding nine billion, educators are tasked with promoting understanding of international agricultural issues. Studying students’ beliefs about international agriculture and the information sources and experiences used to form those beliefs is necessary in preparing a globally competent workforce. The purpose of this study was to explore university participants’ beliefs about international agriculture issues and the information sources and experiences used to learn about such issues using a cross-sectional design with random samples at Texas A&M University. Results showed that beliefs about international agriculture issues were strong; graduate students held the strongest beliefs. Those with an international experience, family in agriculture, or majors in agriculture held stronger beliefs about the diversity of international agriculture. Respondents with international experience(s) perceived internal and external sources and experiences as beneficial to learning about international agricultural issues. Efforts to create a more inclusive curriculum for international agricultural issues can be enhanced through specific information sources and experiences in postsecondary education. Research is needed to explore complex factors (e.g., educator–learner and peer-to-peer homophily, experience abroad) affecting beliefs about international agricultural issues. Full article

The aim of this research carried out in the period 2021–2023 was to analyse the influence of competitiveness between Festuca arundinacea Schreb. and Trifolium pratense L., cultivated in simple mixtures, on the quality of the fodder obtained, under the conditions of the northern Romanian forest steppe. In the experiment organized at the Ezăreni Student Research and Practice Station of Iasi University for Life Sciences, at an altitude of 117 m, with coordinates 47°07′27″ N latitude and 27°30′25″ E longitude, on a cambic chernozem soil, with 2.40% humus, 0.178% Nt, 26 ppm P_AL and 242 ppm K in the 0–30 cm layer, two factors were studied, namely the cultivation system used, with five graduations: a₁—Festuca arundinacea Schreb. (100%—control); a₂—Festuca arundinacea Schreb. (75%) and Trifolium pratense L. (25%); a₃—Festuca arundinacea Schreb. (50%) and Trifolium pratense L. (50%); a₄—Festuca arundinacea Schreb. (25%) and Trifolium pratense L. (75%); and a₅—Trifolium pratense L. (100%), and mineral fertilization, with five graduations, respectively: b₁—unfertilized (control), b₂—N₅₀P₅₀; b₃—N₇₅P₇₅; b₄—N₁₀₀P₁₀₀; and b₅—N₁₅₀P₁₅₀. The obtained results showed that the process of interspecific competitiveness was greatly influenced by the percentage of participation in the sowing norm of the species in the mixture and the biological peculiarities of the species under study, as well as the climatic conditions specific to each agricultural year, with consequences for the quality of the feed. The crude protein quantity (Q_CP) obtained in the mixture of Festuca arundinacea Schreb. (25%) and Trifolium pratense L. (75%), fertilized with N₁₅₀P₁₅₀, was higher by 788.7 kg·ha⁻¹ than that in the control variant, represented by the Festuca arundinacea Schreb. species (100%), unfertilized. The lowest values of NDF (neutral detergent fiber) and ADF (acid detergent fiber) were recorded in the variants where the Trifolium pratense L. species was present and low doses of mineral fertilizers were used, determining a better quality of the forage. In the third year of vegetation, relative forage quality (RFQ) had values of 113.7 in the variant represented by the mixture of Festuca arundinacea Schreb. (25%) + Trifolium pratense L. (75%), unfertilized, and only 91.2 in the variant represented by the Festuca arundinacea Schreb. species (100%), fertilized with N₁₅₀P₁₅₀. Full article

The incentives and subsidies needed to stimulate growth, resilience, and success in agri-preneurial businesses will only be realized through numerous interventions as agri-preneurship contributes significantly to sustainable agricultural development in South Africa. This study provided a novel insight into agri-preneurial resilience and success and evidenced the hypothesis that there is no significant positive correlation between agri-preneurial resilience, farm success, and selected demographic characteristics of smallholders. We surveyed a total of 200 agri-preneurs who were willing and able to participate in this study. This study used a structured questionnaire that was divided into the following sections: (i) demographic information; (ii) agri-preneurial resilience; and (iii) agri-preneurial success. Descriptive statistics and a regression analysis were employed to articulate responses. Four distinct models were employed to ascertain the goodness of fitness and the hypothesis, and assess the relationship between success, resilience, and selected demographic characteristics of agri-preneurs. To determine resilience, the Connor–Davidson Resilience Scale (CD-RISC) with 10 items was used because the CD-RISC justifies the best psychometric characteristics that portrays the levels of resilience amongst agri-preneurs. In measuring success, the scale items were graduated and ranked on a 5-point scale from 1 to 5. The reliability of the scale was also tested, and α = 0.93 was obtained. This study obtained a Cronbach alpha value of 0.96, indicating optimum reliability. Additionally, we ran a factor analysis to certify the reliability of the variable, which gave one factor from the four items. Significant positive correlations were found between gender, age, education, income, household size, diversification, and agri-preneurial resilience and success. This study concluded that most of the selected demographic characteristics were predictors of agri-preneurial resilience and success. However, demographic variables may be influenced by numerous factors given the heterogeneity of agri-preneurs in the study area. Full article

Given the convenience with which information can now be acquired, it is crucial to analyze cases of potential misinformation and disinformation in postsecondary education. Instructor credibility judgments were measured using descriptive survey research, and the main objective was to investigate trends related to misinformation, credibility, trust, bias, and others in graduate students and on a graduate program basis. Participants were surveyed from a land grant institution in the southeast United States where 186 graduate students completed an electronic survey on the detection of misinformation and similar experiences. Graduate students were divided based on graduate program into STEM (sciences, technology, engineering, and mathematics) and non-STEM groups. Quantitative methodologies included validated questionnaires developed by researchers containing Likert-type scale questions. Chi-square tests of independence and frequencies served as primary analyses. Participants in both STEM and non-STEM groups detected the following: misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. There were significant differences between the type of student for trust in claims (p < 0.05), while the perception of potential consequences tended to be different between the types of graduate students (0.05 < p < 0.10). Participants in both STEM and non-STEM groups reported perception bias in science material presentation, with STEM students reporting less bias. Qualitative methodologies included optional open response boxes to provide supporting details or narratives. Reliable and validated thematic coding following served as the primary analysis. Students disciplined in STEM and non-STEM faced misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. Graduate students reported consistent instances of misinformation and bias about science and agriculture topics in both science and non-science-focused classrooms. Full article

Attitudes to animal welfare are not understood well in China, the country with the highest output of farm animals in the world. We surveyed attitudes of the public around China using a team of researchers to conduct individual interviews, with 1301 respondents in total. Contrary to results obtained in several other countries, high school leavers were more concerned about animal welfare than those who had obtained a university degree. We speculate that this may reflect the labour market currently existing in China, with limited opportunities for graduates. Scientists were less supportive, and artists more supportive, of good animal welfare. Urban dwellers were more concerned about animal welfare than rural residents, with village residents in the middle, which confirmed our theory that such a difference prevails in developing countries, where a large proportion of the rural population are involved in agriculture. It is concluded that education level, occupation and living place all have pronounced influences on attitudes to animal welfare in China, some of which follow international trends. Full article

Needs to improve educational access for women in the Global South have been well documented throughout the literature. The need and impact of non-governmental organizations for food security improvement, educational access, and community sustainability work in the Global South has been heightened since the pandemic. Our study focused on several sustainable development goals (SDGs) where we utilized experiential learning and the Targeting Outcomes of Programs (TOP) model to assess participants’ needs in developing, implementing, and evaluating the adoption of food and agricultural sciences curricula. We utilized a case study method and semi-structured interviews with primary stakeholder groups to answer each research objective. Most participants had increased confidence in growing food for their families due to the knowledge they gained and the practices they learned by participating in the food and agricultural sciences curricula. TOP indicators aligned with reducing hunger and improving sustainable agriculture are identified in SDG 2. Data regarding knowledge, attitudes, skills, and aspirations revealed that participants wanted to pursue careers in agriculture due to the food security and financial advantages the industry offered. Program graduates indicated their desire for food and agricultural sciences curricula to be provided more to improve girls’ self-independence, as well as to address the feasibility and entrepreneurial solutions to reduce poverty, promote learning, and increase community sustainability and vitality. Full article

The employment rate of graduates and the interest of organizations in a high-skilled professional workforce are essential drivers of actions within the universities to improve the qualifications of college students. Our objective was to identify the sectors of employment pursued by graduates from forestry engineering programs of the Luiz de Queiroz College of Agriculture (ESALQ/USP) and of the Federal Rural University of Pernambuco (UFRPE). We also conducted a survey among companies affiliated with the Forest Science and Research Institute (IPEF) to understand the percentage of forest engineers employed by these organizations to gain insights into the scale of this occupation in Brazil. We established two graduate cohorts to investigate the impact of changes in the last five years. In the first cohort (2008–2017), 82% and 40% of graduates from ESALQ/USP and UFRPE were involved in the forestry sector, respectively. However, in the second cohort (2018–2022), the percentage increased from 82% to 97% for graduates from ESALQ/USP, and after changes in the program, the percentage of graduates from UFRPE engaged in the forestry industry significantly rose from 40% to 73%. We discussed the reasons for these increases, mainly in terms of the growing market demand for forestry professionals. In the case of UFRPE, the boost in employment was attributed to the creation of a group for forestry practices along with actions to approach the private sector. We also found a strong ratio of one forest engineer to 4000 ha of planted forest among the enterprises associated with IPEF, indicating a substantial potential of employment in the forestry sector. Full article

Green and decent work in the Global South is inextricably linked to sustaining rural livelihoods especially in agriculture that has undergone significant deskilling under the top-down, technocentric assemblages of the Green Revolution. Additionally, agrarian communities are also seeing youth quitting farming occupations in search of better livelihood options. Scholarly attention to green transitions though has been largely limited to the ecological dimensions. Enacting futures with a focus on ecologically responsible livelihoods need to go beyond existing narratives of technocentric and economic change and foreground the diverse micro institutional innovations that offer newer framings of reskilling. The growing evidence of agroecological initiatives across India indicates less discussed stories of transformation and innovations. Recognising the processes and linkages that allow for, and hinder, transformations at multiple scales and organisational levels is crucial for designing transformative initiatives and policies. Using two illustrative case studies, this paper explores opportunities for green work and the newer skills that might be required to enable sustainable agri-food systems. The case of Natural Farming Fellows (NFFs), a unique programme to encourage young agri-graduates to pursue Natural Farming is presented to understand enabling processes at the grassroots level. The second study explores institutional initiatives to engage rural youth through discussing the pedagogy and curricular approach of a Gandhian university along with opportunities to intern with field organisations. Together, these cases illustrate possible pathways and complexities underlying the process of nurturing sustainable livelihoods, the conception of which needs a broader idea of skilling based on personal aspirations and institutional support. Full article