An assessment of the impact of climate change education in promoting food security and sustainable agriculture in agricultural colleges in Zimbabwe: a case study of Shamva agricultural college

Abstract

The challenges of climate variability and climate-related shocks to agricultural productivity, livelihoods, and food security in Zimbabwe are on the rise. It is for this reason that agricultural colleges play a critical part in training future agricultural practitioners with climate-responsive information and attitude. This research aimed at investigating the extent to which the institution trains students on climate change and climate responsiveness with a view to examining how relevant this education is to food security and sustainable agriculture. A cross-sectional descriptive survey research design was adopted. The study involved 73 participants: 62 students, 8 lecturers, and 3 administrators. Information on curriculum integration, learning resources and methods, stakeholders' knowledge and practices, the constraints and possible improvements was collected through structured questionnaires. Data was analyzed using frequencies and percentages. A problem tree was drawn based on the ratings of the challenge faced by the institution to reflect the root causes, the institutional problem itself, and its possible effects. For the purpose of identifying the strategy objective, the single round ratings were considered as a stakeholder prioritization exercise in light of a Delphi study. Demonstration farms and ICTs were found to be more readily available than laboratory equipment, meteorological stations, and special climatic data devices. The knowledge and positive attitude levels were very high among all the respondents, but the level of involvement was low for students and lecturers.Economic, institutional and technological constraints were the dominant barriers. Stakeholders prioritised teaching materials, financial resources, trained personnel, professional development, ICT integration and institutional support. The study concludes that climate change education is present but unevenly experienced. It recommends a whole-curriculum approach, reliable practical resources, structured field learning, lecturer development and a funded institutional climate education plan. The findings apply primarily to the Shamva case and should not be generalised to all agricultural colleges without further multi-site research.