Whilst agriculture is Australia’s fastest growing industry, the negative perception of career opportunities by high school students and the lack of educator confidence in teaching about food and fibre concepts is a major issue currently faced by the sector. The Teacher Farm Experience (TeacherFX), a joint program of Rabobank’s Western Australia Client Council and CQUniversity Australia, aims to increase awareness, knowledge and appreciation of the agricultural industry. This free two-day program designed for teachers entailed visiting four farms in the Great Southern region of WA on the first day and professional learning on the second day. Pre- and post- event surveys were conducted to gain baseline information on the participants, their perceptions of agriculture, quality of learning materials and reaction to the experience. Additional support in the form of professional development and networking opportunities was identified as required to assist teachers to implement learnings from TeacherFX. Event survey results were overwhelmingly positive, with 100% of teachers recommending their colleagues attend a future event. However, whether this positive result will translate to change in the classroom is unknown. Additional research needs to be conducted to measure the long-term impact of the program.

Within the agriculture sector the use of digital technologies is rapidly expanding. There is a growing shortage of skilled people considering a career within this sector to support the uptake of agricultural technology. The GPS Cows program is designed to improve secondary school student’s knowledge and skills of emerging agricultural technologies. It highlights a range of opportunities and potential career options available to students in agriculture. This collaborative project combines the expertise and passion of researchers, industry professionals and educators in both Australia and the USA. A pilot workshop was run with ten teachers from nine Queensland and New South Wales secondary schools. Teachers participated in lectures and practical workshops, developed data analysis skills and took part in a World Café style focus group. The focus group findings highlighted that for the GPS Cows program to be implemented in secondary school classrooms, excellent resources from the GPS Cows team are needed, combined with ongoing support and guidance. Nevertheless, the participating teachers felt that their students would both engage and enjoy participating in the GPS Cows program and realise the opportunities the agricultural sector offers.

The five freedoms and, more recently, the five domains of animal welfare provide internationally recognised frameworks to evaluate animal welfare practices which recognise both the physical and mental wellbeing needs of animals, providing a balanced view of their ability to cope in their environment. Whilst there are many techniques to measure animal welfare, the challenge lies with how best to align these with future changes in definitions and expectations, advances in science, legislative requirements, and technology improvements. Furthermore, enforcement of current animal welfare legislation in relation to livestock in Australia and the reliance on self-audits for accreditation schemes, challenges our ability to objectively measure animal welfare. On-animal sensors have enormous potential to address animal welfare concerns and assist with legislative compliance, through continuous measurement and monitoring of an animal’s behavioural state and location being reflective of their wellbeing. As reliable animal welfare measures evolve and the cost of on-animal sensors reduce, technology adoption will increase as the benefits across the supply chain are realised. Future adoption of on-animal sensors by producers will primarily depend on a value proposition for their business being clear; algorithm development to ensure measures are valid and reliable; increases in producer knowledge, willingness, and trust in data governance; and improvements in data transmission and connectivity.

This paper aims to identify and synthesise research related to industry perspectives of industry school partnerships (ISPs) with primary and secondary students globally. A systematic review of ISP studies published between 2001 and 2021 that included industry perspectives was undertaken in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. This focused systematically ordered review of industry perspectives of ISPs elicited four key findings: Limited research specifically focusing on industry participants’ perceptions of career and knowledge sharing ISPs exist. The most common reasons for participation included promoting careers and/or their industry, and enhancing community goodwill. The most common barriers or challenges in participating included time, budget and process constraints, and understanding the partnership’s impact. Communication, trust, relationships, and setting clear goals are often important features highlighted for successful partnerships. The recommendations from this review will be used to design, deliver and evaluate ISPs which aim to benefit agricultural industry participants. Future research will apply the findings from this review to a rural case site in Victoria, Australia, focused on agricultural ISPs aimed at increasing students’ aspirations for a career in the sector. This is vital as agriculture is an important industry in this region, yet many students are unaware of the range of career opportunities available to them.

In this new decade of the twenty-first century, research reports the same concerns about agricultural literacy in primary and high school students globally. A systematic review of agricultural literacy studies published between 2000 and 2020 which assess the agricultural literacy of the target population; evaluated an agricultural education program or curriculum; or developed instruments to measure agricultural literacy was conducted. The review method followed an internationally recognized protocol for selecting, screening, analyzing, and reporting outcomes. Results found that definitions of agricultural literacy have evolved from an awareness to a measure of a deeper understanding developed throughout the years of formal schooling by both formal and informal education and experiences. Informal agricultural knowledge may be gained through numerous sources and misconceptions are apparent even among those with informal familial knowledge networks. Developing agricultural literacy in school-aged children through formal education is critical. Recommendations offer innovative ways of developing agriculturally literate young people that can be used to design, deliver and evaluate programs which aim to increase the agricultural literacy of primary and secondary students across the globe.

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The teaching of agriculture is critical to ensure students understand where their food and fibre originate, as well as the industry’s contribution to the economy. This research examines the agricultural knowledge of Australian primary school students. Grade 4–6 students (n = 2392) from 75 schools were surveyed in 2021. The students’ mean knowledge score was 8.7 out of 13 (SD = 2.1). The students exhibited a reasonable understanding of animal-derived products compared to plant-derived products, particularly when the plant product has undergone substantial processing. However, the students lacked an understanding of modern animal production systems, including the use of technologies on farms. This research identifies the gap in students’ agricultural knowledge and provides insight to the industry to design and implement programs to improve their understanding.