Increasing the adoption of sustainable agricultural practices can help maintain sufficient food production while reducing its environmental impact. To ensure this adoption, it is important to assess the research and training needs of those helping farmers and producers adopt sustainable agricultural practices. However, there is a gap in the literature related to the training needs of producers in the Western United States for sustainable agriculture. Needs assessments help organizations, such as the Western Sustainable Agriculture Research and Education (SARE) program and Cooperative Extension, to address the demonstrated needs of intended audiences. This study presents the results of a needs assessment with the objective of examining training needs and barriers to adoption to help direct extension programming for sustainable agricultural practices in the western region of the United States, to identify gaps, and to inform sustainable agriculture outreach programs. Using a modified Borich method with an inferential statistical method, the discrepancies between the level at which sustainable agricultural practice training competencies “should be addressed” and the level at which they were “currently being addressed” were examined. Competencies with the largest gaps included financial disparity, food waste, and policy/communicating with decision makers. The top three barriers to adopting sustainable agricultural practices included the potential for financial loss, perceived risk of adoption, and time investment associated with adoption. Results indicated that training needs varied and that these were not all on-farm training needs. The results imply that future funding from Western SARE and other groups looking to support sustainable agricultural food system efforts, may wish to focus on requesting proposals for programs that address these competency gaps and barriers in novel and supplementary ways in combination with existing programmatic efforts.

The availability of fresh water affects public health and living standards around the globe, yet water resources are being rapidly depleted by unsustainable human activities. Strained freshwater resources will perpetuate unless the public is made aware of the severity of water scarcity issues. Audience segmentation, used frequently by environmental communicators to target unreached groups, is a social marketing strategy that segments audiences with shared characteristics to inform the development of effective communication messages. The purpose of this study was to determine characteristics of audience segments based on their level of water conservation behaviors. An online survey of the United States general public captured levels of water conservation behaviors based on how consumers prepare to vote on policy and intent to engage in water conservation behaviors. Cluster analysis resulted in two audience segments: lower water conservation and higher water conservation. Further analysis indicated significant demographic differences between the segments. The lower water segment presented less education, more moderate or conservative political beliefs, and lower family income levels than the higher water segment. Communication messages for the lower water segment should align with these characteristics, including using less scientific verbiage, linking moderate and conservative perspectives with water conservation, and emphasizing economic gain/loss.

Background: The ability to solve complex challenges facing the food system is an increasingly important skill for undergraduate students entering into the global workforce. However, the curriculum tools to enhance systems thinking in the undergraduate agricultural and natural resource classroom are limited, specifically related to food systems education. Methods: The current study explored the use of hypothetical case scenarios in a teaching curriculum related to the seafood industry, in order to determine the use of these tools as a mechanism for increasing undergraduate students’ systems-thinking capacity. The mixed-method study used a survey and focus groups. Results indicated that participants’ understanding of, and capacity for, using systems thinking to reason through complex scenarios increased during the mixed-method educational intervention. Participants stated the experience helped them learn more about their own patterns of thinking, created transformational learning moments through dissonance, helped them learn about the unintended consequences of decision-making, and increased their understanding of system complexity. Conclusions: The implications of using hypothetical case scenarios in the food system education classroom are explored.

(1) Background: Extension educators are uniquely positioned to assist with sustainable community-based food environment change, especially related to obesity prevention efforts, because they are located in almost every county in the U.S. Extension educators strive to build resilient communities by improving food access and bridging various actors involved in the food systems. Needs assessments of desired educational program resources by priority populations, such as those in rural areas, are needed to ensure effective food access and nutrition literacy programs are established based on clientele needs. (2) Methods: Using a non-probability opt-in survey, data were collected from 780 rural residents in a U.S. state facing challenges with obesity rates due to lack of access to healthy, nutritious food to identify barriers to accessing fresh produce and desired educational program resources. (3) Results: The need for socioeconomic and market-based solutions within the built environment indicated educators should increase partnerships with economic resource organizations to enhance community resilience related to food access. (4) Conclusions: An increased understanding can enhance the efficacy of the resources Extension educators offer, resulting in improved food access and security by directly addressing clientele’s demonstrated needs.

Communicating the science behind food production to consumers is increasingly complex due to the proliferation of food innovations, information overload, and the presence of misinformation. Trust plays a pivotal role in consumer perceptions of food safety and acceptance of new food technologies. This study explores consumers’ trust in food by segmenting audiences based on cognitive trust in science, affective trust in new foods, and dispositional trust in sources of food information. Using a survey of 1011 United States consumer respondents, cluster analysis identified five distinct trust segments: Lack Trust, Trusting, On the Fence, Trust New Food Not Science or Sources, and Trust Science not New Food. Results revealed significant demographic differences among the five segments, with age, education, political ideology, and dietary preferences influencing trust levels. Findings contribute to audience segmentation theory by demonstrating the coexistence of multiple trust dimensions and their impact on food-related decision-making. Practically, this study provides a framework for science communicators and policymakers to tailor messaging strategies that align with consumer trust profiles, ultimately fostering informed decision-making in the food system.

Seafood is a vital source of nutrition yet many consumers in the United States have been exposed to competing discourse about the industry’s environmental impacts, influencing consumption habits. Generation Z, a generational cohort whose members value the sustainability of their purchasing decisions, may have unique opinions regarding sustainable seafood given their sustainability values. This qualitative study explored Generation Z undergraduate students’ experiences with seafood and how they perceive the role of seafood in feeding people while sustaining the future natural environment. Data were collected using 11 focus groups in undergraduate classrooms. Researchers conducted an emergent thematic analysis and sufficient interrater reliability was established. Themes identified based on participants’ experience with seafood included geographic location, experience fishing or with fishermen, and seafood and family, implying place attachment and family identity were intertwined with consumption behaviors. Themes identified based on participants’ perception of seafood’s role in feeding people included sustainability, regulations, limited seafood consumption, and limited knowledge, implying Generation Z’s emerging status as the sustainability generation. Results indicate educators should focus on how sustainability can be emphasized in the classroom with clear actions undergraduate Generation Z students can take to improve sustainability.