Agriculture is facing mounting challenges across the globe and must move towards more sustainable practices to combat climate change and meet changed production requirements. Education has been acknowledged as highly important in a sustainable transition, but there is no clear agreement about what skills are needed for professionals in the agricultural system. The purpose of this paper is to identify and analyse skills needed for professionals in the agricultural system to engage in the transition towards sustainable agriculture and elaborate on the implications of this for a transition towards sustainable agriculture. The review is based on a qualitative semi-systematic literature review of 20 peer-reviewed articles concerned with sustainability, skills, and agriculture. Five categories of skills were identified and analysed, including systems perspective, lifelong learning, knowledge integration, building and maintaining networks and learning communities, and technical and subject-specific knowledge and technology. As the identified categories of skills have emerged from different contextual settings and a diverse group of actors, these five categories encourage a broad and inclusive understanding of skills that can be translated into different contextual settings, scales, and professions within the agricultural system. The article concludes that professionals engaged in the transition towards sustainable agriculture need skills that encourage a perspective that moves beyond generic discipline-based skills and instead builds on heterogeneity, inclusion, and use of different actors’ knowledge, practices, and experiences, and the ability to respond and be proactive in a constantly changing world.

Transitioning towards more sustainable food products, such as plant proteins, requires a change in practice by several actors in the agrifood system. Change of this kind involves everyday choices about what food to produce, sell, prepare, and eat. Inspired by science and technology studies (STS) thinking, we investigate how such choices are influenced by socio-material practices of valuing. We use the case of fresh grain legumes for human consumption to explore how valuing is simultaneously affected by and shapes the agrifood system. Through interviews with 24 actors in the Danish agrifood system, we identify valuing parameters ranging from taste, nitrogen fixation, durability, and nutrition to price. The study reveals differences regarding what and how actors value depending on the actors’ position in the agrifood system and how the fresh grain legumes travel from field to plate. Where values conflict, we observe how some valuing practices have the power to exclude others and thereby prevent specific enactments of the fresh grain legumes. We argue that looking for valuing practices can help us understand how agrifood systems come into being, and that valuing differently can represent active involvement, both academically and practically, in encouraging change in the agrifood system. By using STS-thinking, the study brings novel insights about barriers towards more plant-based diets and contributes to the diversification of theoretical perspectives on sustainable transitions.