EFFECT OF AGRICULTURAL EDUCATION PROGRAMS ON SUSTAINABLE FARMING PRACTICES AMONG AGRICULTURAL SCIENCE TEACHERS IN SELECTED PUBLIC NIGERIA

Abstract

The study examined agricultural Education for sustainable farming practices among Students in Ojo Local Government Area, Lagos Nigeria. Data were collected from 100 randomly selected agricultural science teachers from 20 public secondary schools through self-administered questionnaires. Structured questionnaires were utilized for data collection, with the reliability of the instruments confirmed by Cronbach Alpha coefficients of 0.754 and 0.864. Among the 100 respondents, comprising 31 male and 69 female, the findings revealed that 35.7% of are fully involved in sustainable farming practices, while 26% frequently involve students in such practices. Regarding the barriers and challenges faced by educators, 22.3% reported a lack of access to up-to-date technological agricultural practices and field equipment, while 34.5% engage their students in sustainable agricultural practices. The study also found a significant difference at P < 0.05 in the effectiveness of agricultural practices in promoting sustainable farming practices. Sustainable farming practices are not attainable without the involvement of Agricultural science education. Agricultural science education plays a crucial role in promoting sustainable farming practices by providing farmers with the knowledge, skills, and resources necessary to implement environmentally-friendly and economically viable farming techniques. The Study concludes that agricultural science education is an effective educational tool that promotes sustainable farming practices in Lagos Nigeria. These findings contribute to the body of knowledge on agricultural education and sustainability, providing insights for policymakers, educators, and development practitioners aiming to enhance agricultural sustainability in developing countries.