Agriculture is being increasingly transformed into a technological industry and calls for a greater need for digitally literate employees. To ensure school students are best placed for this requirement, the development of teacher digital literacy, self-efficacy, and the awareness of agricultural technology is essential. The current study explores the digital literacy and self-efficacy of Australian Technology Mandatory teachers who were participants in a one-day workshop (n = 185). The workshop introduced participants to the GPS Cows module, a complete teaching resource specifically designed to cover agricultural aspects of the Technology Mandatory syllabus. Data were collected by way of classroom ‘clickers’ during the workshop and by a post-workshop survey. Teachers were found to have reasonable basic digital literacy but lacked the confidence to conduct more detailed analytics. There was also some evidence that a teacher’s own digital literacy may also impact their perception of their students’ skills. Professional development workshops, such as the GPS Cows workshop, can improve teacher digital literacy and self-efficacy through hands-on learning in a collaborative, team environment.

In this new decade of the twenty-first century, research reports the same concerns about agricultural literacy in primary and high school students globally. A systematic review of agricultural literacy studies published between 2000 and 2020 which assess the agricultural literacy of the target population; evaluated an agricultural education program or curriculum; or developed instruments to measure agricultural literacy was conducted. The review method followed an internationally recognized protocol for selecting, screening, analyzing, and reporting outcomes. Results found that definitions of agricultural literacy have evolved from an awareness to a measure of a deeper understanding developed throughout the years of formal schooling by both formal and informal education and experiences. Informal agricultural knowledge may be gained through numerous sources and misconceptions are apparent even among those with informal familial knowledge networks. Developing agricultural literacy in school-aged children through formal education is critical. Recommendations offer innovative ways of developing agriculturally literate young people that can be used to design, deliver and evaluate programs which aim to increase the agricultural literacy of primary and secondary students across the globe.

The future of work is influenced by the digital transformation of industries, including agriculture. The current study aimed to understand the social drivers of automated technology acceptance and adoption in Australian cotton farms. The study employed a mixed-methods approach to compare those who were (a) currently using automated technology, (b) not currently using automated technology but considering adoption, and (c) not currently using automated technology and no intention to adopt. The research found that social factors and workforce considerations influence growers’ motivation to adopt automated technology on farms. Furthermore, differences on appraisals of perceived usefulness were observed when comparing growers with no intention to adopt automated technology with those considering adoption or who have adopted automated technology. Both perceived usefulness and ease of use barriers are challenges for those considering adoption of automated technology. Support that improves ease of use for those who have adopted automated technology is important for continued appraisals of perceived usefulness of automated technology. Further research to understand antecedents to appraisals of perceived usefulness and ease of use, and how these interact to influence acceptance and automated technology, is required to inform strategic workforce interventions that support the digital transformation of cotton farms.

The five freedoms and, more recently, the five domains of animal welfare provide internationally recognised frameworks to evaluate animal welfare practices which recognise both the physical and mental wellbeing needs of animals, providing a balanced view of their ability to cope in their environment. Whilst there are many techniques to measure animal welfare, the challenge lies with how best to align these with future changes in definitions and expectations, advances in science, legislative requirements, and technology improvements. Furthermore, enforcement of current animal welfare legislation in relation to livestock in Australia and the reliance on self-audits for accreditation schemes, challenges our ability to objectively measure animal welfare. On-animal sensors have enormous potential to address animal welfare concerns and assist with legislative compliance, through continuous measurement and monitoring of an animal’s behavioural state and location being reflective of their wellbeing. As reliable animal welfare measures evolve and the cost of on-animal sensors reduce, technology adoption will increase as the benefits across the supply chain are realised. Future adoption of on-animal sensors by producers will primarily depend on a value proposition for their business being clear; algorithm development to ensure measures are valid and reliable; increases in producer knowledge, willingness, and trust in data governance; and improvements in data transmission and connectivity.

This systematic review explores the emergence and utilisation of agricultural technology (“AgTech”) in secondary schools globally. A total of 14 studies published between 2000 and 2020, inclusive, were reviewed, each exploring the use of agricultural technologies in secondary school classrooms and barriers to adoption. For all reviewed studies, each had aimed to address one of three major objectives: (a) to determine or increase teacher knowledge of AgTech; (b) to evaluate the effectiveness of AgTech professional development (PD); or (c) to evaluate the effectiveness of AgTech classroom activities. Requirements for future AgTech PD or classroom activities were also identified, including the use of improved pre-service learnings and in-service PD. This study highlights the importance of improving the opportunities of teachers for AgTech learning, including both an introduction to the technologies and support for classroom implementation. Applications of these findings could be used by teachers, schools, industry organisations, universities and policymakers to ensure sufficient teacher knowledge and skills for effective student learning. By increasing the knowledge and skills of the next-generation agricultural workforce, it is anticipated that AgTech adoption on farms will increase.

This paper explores teacher perceptions of agriculture and the subsequent influence of these perceptions on student career pursual in the sector.This quantitative study used a post-workshop survey ...