Impact of experiential learning through farm-to-school programs on agricultural literacy and career interest among high school students

Project Abstract

Experiential learning through farm-to-school programs has the potential to transform agricultural education by integrating hands-on farm experiences with classroom instruction to enhance agricultural literacy and foster sustained interest in agricultural careers among high school students. This study adopts a mixed-methods design to evaluate the impact of a 12-week farm-to-school intervention implemented across three urban and peri-urban high schools. Quantitative data were collected using a validated Agricultural Literacy Assessment Instrument (ALAI) administered pre- and post-intervention, alongside a career interest survey that measures factors such as perceived relevance of agriculture, self-efficacy in agricultural tasks, and intentions to pursue agricultural studies or careers. Qualitative data were gathered through focus group discussions with students, interviews with teachers and farm mentors, and participant observation during farm activities to capture contextual nuances, experiential learning processes, and perceived barriers and enablers to engagement. The findings indicate a statistically significant increase in agricultural literacy scores post-intervention, with gains most pronounced in domains covering sustainable farming practices, food systems, and agricultural careers. Students demonstrated improved ability to apply agricultural concepts to real-world scenarios, identify sources of agricultural knowledge, and articulate the interconnections between farming practices, environmental stewardship, and community health. The career interest measures showed a meaningful uptick in perceived relevance of agriculture to future opportunities, stronger self-efficacy in performing agricultural tasks (such as soil testing, crop management, and basic horticultural techniques), and a higher likelihood of pursuing STEM and agricultural coursework. Qualitative analyses revealed that hands-on farm experiences, mentorship from agricultural professionals, and collaborative projects with local farms contributed to heightened motivation and belonging within agricultural spaces. Students reported increased awareness of the diverse career pathways in agriculture, including agronomy, horticulture, agribusiness, food systems, and agricultural technology. The study also identified contextual factors that moderated outcomes. Positive effects were amplified in schools with aligned curricula, ongoing farm partnerships, integrated reflection activities, and supportive family and community engagement. Barriers included time constraints within the school schedule, limited access to farm mentors, and initial apprehension toward field-based activities among students with minimal prior exposure to farming. Recommendations emphasize co-designed curricula that embed farm experiences with cross-curricular linkages (science, geography, economics), structured reflection and journal prompts, ongoing mentorship, and scalable partnerships with local farms and community organizations. Implications for policy include the need for district-level funding to sustain farm-to-school projects, professional development for teachers in experiential pedagogy, and evaluation frameworks that triangulate literacy and career aspiration outcomes. Overall, the study provides robust evidence that experiential learning through farm-to-school programs can meaningfully improve agricultural literacy and catalyze interest in agricultural careers among high school students, with enduring implications for workforce development and rural-urban food systems resilience.

Project Overview

What This Project Is About

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A straightforward study that looks at how hands-on farm experiences in school programs influence students’ knowledge about farming and their interest in pursuing agriculture as a career. It compares experiential learning with traditional classroom methods to see which approach better builds literacy and future motivation.

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The Problem It Addresses

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Many students lack practical understanding of where food comes from and the roles of farming in society. This project asks whether real-world farm experiences in schools can close this gap and spark long-term interest in agriculture careers, particularly for those who may not consider farming otherwise.

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Objectives of the Project

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1. Assess changes in agricultural literacy after experiential learning compared with standard instruction.
2. Measure shifts in career interest in agriculture among high school students.
3. Identify which farm-based activities are most engaging and effective.
4. Provide practical recommendations for integrating farm experiences into curricula.

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What You Will Do Step by Step

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1. Review relevant literature on experiential learning and agricultural literacy.
2. Design or partner with a farm-to-school program for a cohort of students.
3. Develop simple pre- and post-tests to measure literacy and interest.
4. Recruit participants and collect data during the program.
5. Analyze data to compare gains against a control or traditional instruction.
6. Interpret findings and discuss practical implications for schools.
7. Draft recommendations for policy and classroom practice.
8. Create a concise final report and presentation.

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Expected Outcome

Anticipated results include improved agricultural knowledge, greater interest in agriculture careers, and evidence-based guidance for educators on integrating farm experiences into high school programs.