Bridging Cultures: A Q Methodological Examination of International Agricultural Educators’ Curriculum Preferences

For society to increase agricultural productivity, regional knowledge must be leveraged. In international settings, educational resources are often influenced by diverse beliefs, norms, behaviors, and underpinnings of various cultures. To increase the knowledge transfer between developed and less developed countries, researchers must consider the cultural perspectives that educators may or may not subconsciously integrate into curriculum. We used framing theory to investigate the impact that cultural frames have on the dissemination of educational resources. The purpose of this study was to investigate instructional designers’ cultural preferences when creating Field of Hope resources for agricultural educators in Uganda. We used Q methodology to identify seven viewpoints—realists, structuralists, cultivators, achievers, generationalists, moralists, and globalists. The findings of this study supported previous findings noting that it can be challenging for instructional designers to separate their personal backgrounds and cultural perspectives when creating learning materials. We recommend that educators and instructional designers seek strategies to identify differences between their personal cultural nuances and the cultures of the audiences they hope to reach through their designed materials. We also recommend learning designers and practitioners carefully consider the impact of personal cultural preferences when writing materials, especially when creating resources for use in developing nations. Educators should balance the implementation of Westernized resources and practices with regionally relevant knowledge and culture in developing countries. To support international development, future research should further examine the relationship between culturally relevant instructional materials and positive behavior change in both students and teachers of agriculture in developing nations.