Impact of experiential learning and farm-based simulations on final-year Agricultural Science Education students’ competency in sustainable farming practices

Project Abstract

Experiential learning and farm-based simulations are investigated as transformative pedagogies to enhance competency in sustainable farming practices among final-year Agricultural Science Education students. This study adopts a mixed-methods design, combining quasi-experimental pretest-posttest control group data with qualitative insights from focus group discussions and reflective journals to capture measurable outcomes and nuanced experiences. A total of 180 final-year students from three universities were assigned to an intervention group, which engaged in a semester-long program integrating field-based simulations, farm visits, and hands-on projects that model sustainable intensification, soil health management, integrated pest management, water stewardship, and agro-ecological design. The control group continued with the conventional curriculum. Quantitative data collected included standardized competency assessments, attitudes toward sustainability, self-efficacy scales, and objective performance metrics in design and implementation of sustainable farming plans. Qualitative data explored perceived relevance, engagement, cognitive and affective changes, and perceived transferability of skills to real-world teaching and farming contexts. Results indicate a statistically significant improvement (p < .05) in competency scores for the intervention group compared with controls, particularly in systems thinking, application of soil and water conservation practices, and the ability to design context-appropriate sustainable farming interventions. Effect sizes suggest moderate to large practical significance, with gains sustained at a three-month follow-up. Attitudinal shifts toward sustainability were more pronounced among students who actively engaged in reflective journaling and collaborative project work. Qualitative analyses revealed enhanced student confidence in facilitating learner-centered experiences, diagnosing agro-ecological problems, and communicating sustainable farming concepts to diverse stakeholders, including farmers, policy-makers, and school-based audiences. The study identifies key mechanisms underpinning effectiveness authentic hands-on practice within real-world settings, immediate feedback from mentors and peers, structured reflection to consolidate learning, and integration of theory with practical skill-building. Barriers include logistical constraints of coordinating farm placements, variable quality of simulation fidelity, and limited access to farm-scale data for rigorous assessment. Theoretical contributions align with experiential learning theory and situated cognition, demonstrating that immersive, problem-centered practice in authentic environments enhances competence and transferability in agricultural education. Practical implications emphasize the design of scalable farm-based simulation modules, alignment with national curriculum standards, and the professional development of instructors to facilitate experiential learning. The findings support policy recommendations for embedding field-based simulations as a core component of final-year Agricultural Science Education programs to produce graduates equipped to lead sustainable farming initiatives and to mentor future students in evidence-based agricultural practices. Recommendations for future research include longitudinal tracking of teaching efficacy, cross-cultural validation of simulation models, and exploration of cost-effective, technology-enhanced simulation platforms.

Project Overview

What This Project Is About

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A straightforward look at how hands-on farming activities and farm-based simulations influence the skill and confidence of final-year Agricultural Science Education students in promoting sustainable farming practices.

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The Problem It Addresses

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Many students learn theory but struggle to apply sustainable farming ideas in real settings. There is a gap between classroom learning and actual farming decisions that protect the environment, resources, and livelihoods.

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Objectives of the Project

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1. Assess changes in students’ understanding of sustainability principles.
2. Evaluate how experiential tasks affect decision-making in farm scenarios.
3. Identify which farm-based simulations best support practical competency.
4. Provide recommendations to improve curriculum and teaching methods.

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What You Will Do Step by Step

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Step 1: Review existing teaching materials on sustainable farming.

Step 2: Design or select farm-based simulations and experiential activities.

Step 3: Recruit final-year students and collect baseline data on their competencies.

Step 4: Implement simulations and field exercises over a defined period.

Step 5: Measure changes using assessments, observations, and student reflections.

Step 6: Analyze data to identify which activities most boost competency.

Step 7: Compare results with students’ self-reported confidence and with instructor feedback.

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Expected Outcome

Anticipated improvements include higher practical competency in sustainable farming tasks, better transfer of classroom knowledge to real farm settings, and actionable guidance for educators to integrate hands-on simulations into the curriculum.