Can Adult Education Boost Sustainability Transitions? Some Evidence from Farmers and Teachers

Sustainability transitions are long-term processes that involve interactions among societal groups and promote co-evolutionary socio-technical transformations aimed at addressing crucial sustainability challenges. Although the focus of relevant work is often on groups, sustainability transitions also require personal transformations. Can adult education be a vehicle for promoting such transformations? In the present study, we attempted to answer this question by examining whether participation in sustainability-related adult education programs (AEPs) leads to the development of sustainability awareness, formation of sustainability-related values, construction of sustainability empathy, and initiation of pro-sustainability action among individuals. Following a quantitative research design and drawing upon data from farmers and teachers, we compared attendees and non-attendees of AEPs on the above-mentioned constructs. The analysis revealed that attendees scored significantly higher than non-attendees in awareness, values, empathy, and action. A series of hierarchical regressions confirmed the association between participation and the outcome variables, also showing no effects of demographic factors on the models. These results underscore the potential contribution of sustainability-related adult education to individual transformation, thus suggesting that targeted adult education interventions can facilitate sustainability transitions

Can Adult Education Boost Sustainability Transitions? Some Evidence from Farmers and Teachers

Sustainability transitions are long-term processes that involve interactions among societal groups and promote co-evolutionary socio-technical transformations aimed at addressing crucial sustainability challenges. Although the focus of relevant work is often on groups, sustainability transitions also require personal transformations. Can adult education be a vehicle for promoting such transformations? In the present study, we attempted to answer this question by examining whether participation in sustainability-related adult education programs (AEPs) leads to the development of sustainability awareness, formation of sustainability-related values, construction of sustainability empathy, and initiation of pro-sustainability action among individuals. Following a quantitative research design and drawing upon data from farmers and teachers, we compared attendees and non-attendees of AEPs on the above-mentioned constructs. The analysis revealed that attendees scored significantly higher than non-attendees in awareness, values, empathy, and action. A series of hierarchical regressions confirmed the association between participation and the outcome variables, also showing no effects of demographic factors on the models. These results underscore the potential contribution of sustainability-related adult education to individual transformation, thus suggesting that targeted adult education interventions can facilitate sustainability transitions

Extension and Advisory Organizations on the Road to the Digitalization of Animal Farming: An Organizational Learning Perspective

Agricultural digitalization emerged as a radical innovation, punctuating the gradual evolution of the agrifood sector and having the potential to fundamentally restructure the context within which extension and advisory organizations operate. Digital technologies are expected to alter the practice and culture of animal farming in the future. To suit the changing environmental conditions, organizations can make minor adjustments or can call into question their purposes, belief systems, and operating paradigms. Each pattern of change is associated with different types of organizational learning. In this conceptual article, adopting an organizational learning perspective and building upon organizational change models, we present two potential change and learning pathways that extension and advisory organizations can follow to cope with digitalization: morphostasis and morphogenesis. Morphostatic change has a transitional nature and helps organizations survive by adapting to the new environmental conditions. Organizations that follow this pathway learn by recognizing and correcting errors. This way, they increase their competence in specific services and activities. Morphogenetic change, on the other hand, occurs when organizations acknowledge the need to move beyond existing operating paradigms, redefine their purposes, and explore new possibilities. By transforming themselves, organizations learn new ways to understand and interpret contextual cues. We conclude by presenting some factors that explain extension and advisory organizations’ tendency to morphostasis

Digital Strategy Decision Support Systems: Agrifood Supply Chain Management in SMEs

The specific attributes of agrifood supply chains, along with their importance for the economy and society, have led to an increased interest in the parameters that enhance their effectiveness. Recently, numerous digital tools aimed at improving supply chain effectiveness have been developed. The majority of existing research focuses on optimizing individual processes rather than the overall growth of a food supply chain. This study aims to identify the stages of the information systems planning (ISP) process that affect the success of developing a strategic decision support system (DSS) for improving the decision-making process in the agrifood supply chains. Data were collected from 66 IT executives from Greek small and medium-sized enterprises (SMEs) in the agrifood sector and analyzed using regression analysis. The results revealed that situation analysis is the only stage of ISP that predicts ISP success. These findings can assist managers in appreciating the critical role of ISP for improving the performance of agrifood supply chain operations. Implementing the most appropriate information systems (IS) and digital tools results in increased competitive advantage, cost savings, and increased customer value

Questioning Family Farms’ Readiness to Adopt Digital Solutions

This paper explores the adoption of digital solutions by Italian farmers. The hypothesis is that digital technology adoption relies on an articulated set of socioeconomic variables that deserve attention. To test this hypothesis, we analyzed data from the last census of Italian agriculture. The analysis showed significant differences in the adoption of digital technologies, which can be viewed from territorial, structural, and sociodemographic points of view. This casts some doubt on the fairness of the digital transition in rural areas, calling for the strengthening of rural policies at the beginning of the new programming period in 2023–2027

Experiential, Social, Connectivist, or Transformative Learning? Farm Advisors and the Construction of Agroecological Knowledge

How do agronomists offering advisory support to farmers who practice agroecology construct agroecology-related knowledge, and how does experiential, social, and connectivist learning lead to knowledge creation and facilitate their personal and professional transformation? In this study, following a mixed research design, which combined thematic analysis and simultaneous regressions, and drawing on data from a sample of Greek farm advisors, we sought to answer these questions. Our analysis revealed that the engagement with the praxis of agroecology lays the basis for the development of advisors’ agroecological knowledge. This knowledge is then negotiated and socially reconstructed within the social fabric of agroecological communities. Connectivist knowledge, derived from multiple sources, is also validated within these communities. In its turn, agroecology-related knowledge leads advisors to alter their worldviews, thus transforming their professional and personal selves. These findings confirm that agroecological knowledge has both an experiential and a social dimension. Our results also disclose that advisors facilitate the osmosis of knowledge toward agroecological communities. From a theoretical point of view, our study highlights that by merging different learning theories, we can better depict how agroecological knowledge emerges and evolves

Towards Agricultural Digitalization: Does Higher Agricultural Education Supply Students with Relevant Competencies?

Agricultural digitalization is gaining momentum, urging a transition from process-driven to technology-enhanced and data-driven agriculture. To support such a transition and help farmers derive benefits from digital technologies, also avoiding the potential threats associated with digitalization, future advisors need a variety of competencies, ranging from pure technocentric skills to more complex capabilities, such as impact forecasting and transition facilitation. Do Greek students who study to become advisors have these competencies? In this study, we attempted to answer this question following a quantitative approach. The results indicate that participants possess low levels in all the examined sets of competencies and, as a result, have limited overall competency in dealing with digital agriculture. These findings suggest the need for agricultural universities to reset competence-related targets and design strategies to supply future farm advisors with the competencies needed to act as facilitators of agricultural digitalization