New Decade, Same Concerns: A Systematic Review of Agricultural Literacy of School Students

Abstract

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.

Development and validation of a high school agricultural literacy assessment

“…Their work provided a replication model for us; their success was centered upon two essential frameworks. Cosby et al (2022) stated that the NALOs "provide the most comprehensive learning framework across the globe against which to measure student agricultural literacy…and they provide benchmarks to increase uniformity across the national education system in the USA" (p. 10). The NALO benchmarks were developed via Delphi using a rigorous integration of national grade level benchmarks and national standards for science, social studies, and healthorganized through the lens of agricultural literacy (Spielmaker & Leising, 2013) Literacy (Spielmaker et al, 2014).…”

A Systematic Review of the Emergence and Utilisation of Agricultural Technologies into the Classroom

“…Future research was recommended to evaluate the extent of student learning and skill development from the classroom activities rather than a focus on student engagement [21,30]. Additionally, new ways to increase the agricultural literacy of primary and secondary students worldwide is needed [41]. This should expand to include a broader understanding of IT and digital skill development, which is generally considered to have been given a strong emphasis in modern classrooms.…”

Enhancing agricultural education through virtual reality: Facilitation, application, reflection, and measurement in the classroom

“…In addition, the public's declining understanding and mistrust of agricultural practices can influence legislative changes targeting agricultural production (Ochs et al, 2019). Although a majority of research examining this decline in agricultural literacy has focused in the United States, Cosby et al (2022) identified that these trends are occurring globally.…”