Developing a Framework for Agricultural Literacy Required by Primary School Students: A Meta-Synthesis

Naseri Jahromi, Reza; Mohammadi, Mehdi; Mostowfizadeh-Ghalamfarsa, Reza; Esnaashari, Ensiyeh; Khademi, Solmaz; Shadi, Sedigheh; Roosta, Faezeh

doi:10.30473/ee.2025.70305.2706

Developing a Framework for Agricultural Literacy Required by Primary School Students: A Meta-Synthesis

Document Type : Research Paper

Authors

¹ Ph.D. in Curriculum Planning, Shiraz University, Shiraz, Iran

² ., Faculty of Educational and Psychology, Shiraz University

³ Professor, Department of Plant Medicine, Faculty of Agriculture, Shiraz University, Shiraz, Iran.

⁴ M.Sc. in Executive Management, Payame Noor University, Tehran, Iran

⁵ Ph.D. in Curriculum Planning, Shiraz University, Shiraz, Iran.

⁶ M.Sc. in Curriculum Planning, Shiraz University, Shiraz, Iran.

⁷ B.Sc. Department of Counseling, Faculty of Psychology, Fatemieh University, Shiraz, Iran

10.30473/ee.2025.70305.2706

Abstract

Iran's education system should effectively serve the developmental goals of all sectors of the country. Since the goals of agricultural sector development are influenced by both endogenous and exogenous factors, and because the primary core of this development is the empowerment of human resources, the role of students' knowledge acquisition can be examined to ensure the presence of quality individuals and efficient institutions in agricultural development. The main goal of this research is to design a framework for agricultural literacy needed by primary school students. This qualitative study was conducted using the seven-step method of Sandelowski and Barroso. The meta-synthesis team consisted of two experts in curriculum planning, one expert in elementary education, one expert in agriculture, and one expert in the meta-synthesis research method. Twenty-seven relevant research sources formed the basis of the analysis, resulting in the extraction of five themes: agricultural knowledge, agricultural skills, beliefs and attitudes related to agriculture, social responsibility, and environmental protection. The validity of the data was confirmed using techniques such as credibility, transferability, and data alignment, and the trustworthiness of the data was ensured through precise guidance of the data collection process and alignment among the researchers. The findings indicated that agricultural literacy includes programs to promote the understanding and knowledge necessary for analysis, synthesis, and communication. Therefore, basic information about agriculture and related programs contributes to a better understanding of agriculture's impact on society and should be considered as a driving force in the curriculum.

Keywords

Main Subjects

Environmental Education and sustainable agriculture

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