Enhancing Experiential Learning in School-Based Agricultural Education: An Exploratory Study with the Agricultural Educators in Uganda

This exploratory study investigated the perspectives of SBAE educators in Kamuli district, Uganda, to identify effective experiential learning strategies, addressing approaches to SBAE, their contributions, and implementation challenges. Utilizing qualitative case-study methodology, data were collected through in-depth interviews with eight educators from five elementary and two high schools. These schools are supported by the Center for Sustainable Rural Livelihoods, based at Iowa State University (ISU), implementing programs through the ISU Uganda Program in Kamuli district. Data were analyzed thematically, presented in themes along with thick descriptions and verbatim. Our findings revealed five SBAE approaches employed: classroom instruction, school gardening, home gardening, agricultural excursions, and demonstrations, each contributing uniquely to the overall goal of experiential learning. We also examined the interactions between student characteristics, motivation strategies, and the roles of SBAE in student development. Findings indicated that SBAE promotes teamwork, leadership, and intercultural communication skills, as well as school growth and civic responsibility, preparing students for careers in agriculture while enhancing their learning. We also established that some challenges persist, including limited resources, parental resistance, and climatic variability, which educators navigate through innovative strategies and community engagement. Ultimately, this study advocates holistic approaches to curriculum development by emphasizing the role of hands-on approaches to equip learners with the necessary skills to address real-world challenges. We aim to contribute to ongoing discussions about effective educational practices by providing strategies for educators and policymakers aiming to enrich learning experiences and promote student engagement in agriculture.