PurposeThis study attempts to determine a set of characteristics for each educational component in the competence-based agricultural education system.DesignThis study reviewed 95 articles published in four relevant scientific journals to determine the characteristics of a competence-based higher agricultural education system. These characteristics were determined based on competence-based education principles.Findings: The results of this review indicated that, based on the CBE principles, the competencies for agricultural educational components identified in the reviewed articles could be summarized in 22 categories.Practical implications: The main practical implication is that the universities can consider the results of this study as a set of guidelines in the admission of qualified learners and educators, revising curriculum and organizing dynamic learning environment in line with the CBE characteristics.Theoretical implications: The results of this study could take CBE principles one step further in that, determining characteristics of a competence-based higher agricultural education system can be a guideline on how these principles could be implemented in an education system.Originality/value: This study is original because it tries to bring CBE principles as a valuable theory into practice by the agricultural education systems.

Today, educators experience complicated challenges in their job. The stress and burnout of educators has turned into a growing concern. In recent years, the challenges have been increased by the COVID-19 epidemic, and educators have been forced to use virtual methods for education in this situation. Under these conditions, the flexibility and resilience of educators can help people mostly in adaptability, increasing tolerance and optimal use of conditions for better learning. The present study is aimed to analyze the resilience of educators during the COVID-19 pandemic in Iran’s agricultural higher education system. The statistical population of the study were 3,640 educators of agricultural faculties of state universities (N = 3,640). Using the Krejcie and Morgan’s table and stratified random sampling with proportional assignment 347 educators were selected as the sample (n = 347). The data collection instrument was a researcher-made questionnaire whose validity was verified by calculating average variance extracted (AVE) and its reliability was confirmed by calculating Cronbach’s alpha and composite reliability (CR). The collected data were analyzed using structural equation modeling and Smart PLS3.3.9 software. It was found that four investigated factors, motivational-emotional, technical skill, social, and supportive factors had positive and significant relationship with the resilience behavior of educators. Among them, motivational-emotional factors had the highest effect on the educators’ resilient behavior. Based on the findings of the research, practical recommendations have been presented to enhance the educators’ resilient behavior.

Climate-smart agriculture (CSA) is a managerial approach that aims to optimize the interactions of agriculture and climate. Since the Gorganrood basin in Golestan province is one of the regions influenced by climate change in Iran, this study was conducted to classify how CSA practices have been adopted across this basin. The statistical population was composed of all farmers living in this basin (N = 76140), out of whom 384 farmers were sampled by stratified random sampling technique with proportional allocation using Krejcie and Morgan's table. The research was conducted by the survey method, and the research instrument was a researcher-design questionnaire whose validity was confirmed by a panel of experts. Cronbach's alpha also confirmed the reliability ( alpha = 0.79). Data were analyzed by descriptive techniques and analysis of variance in the SPSS24 software package. The application of CSA practices was classified in the study site using the ISDM index in the ArcGIS 10.3 software package. The results showed that CSA application was generally higher than the average (1.63/3.00). The sub-basins were also found to differ in the use of CSA practices significantly so that the more distant a sub-basin was from the center of the province, the lower the extent of CSA application would be. Furthermore, some studied practices were costly and needed extension training, so they seemed to be largely overlooked in some sub-basins. Accordingly, different CSA actors are recommended to consider this approach a systematic and long-term solution whose implementation requires all-inclusive attention to farmers in different regions.(c) 2023 Published by Elsevier B.V. on behalf of European Regional Centre for Ecohydrology of the Polish Academy of Sciences.

Purpose: This quantitative study sought to investigate the perceptions of teachers and students regarding competency-based education (CBE) principles at the College of Agriculture at Razi University. Design: This research is a comparative analysis of two groups. The first group consists of undergraduate and graduate students majoring in agriculture who are members and non-members of student cooperatives (n = 256). The second group consists of agricultural faculty members (n = 59). Findings: The results of this study show that students and teachers have different views with regard to the extent to which CBE principles are practiced in the College of Agriculture. Moreover, students with different learning patterns had different perceptions regarding the extent to which CBE is practiced, whereas teachers with different teaching patterns had the same perception of the application of CBE principles in the College of Agriculture. Practical implications: This study has practical implications for agricultural higher education in general and colleges of agriculture in particular. Colleges of agriculture across Iran could encourage their students to establish and engage in student cooperatives so that the 'what' and 'how' aspects of CBE are put into practice. Theoretical implications: This study has theoretical implications for CBE principles. For example, student cooperatives can be utilized by faculty members as one of the main strategies for developing CBE in agricultural colleges. Originality/value: This study is original in that it moves from theory to practice when considering CBE.

The main purpose of this survey study was to determine ways of cheating among a proportional sample of 298 undergraduate and graduate students majoring in diverse agricultural disciplines in College of Agriculture at Razi University during 1389-1390. The questionnaire was tested for reliability using Cronbach’s alpha coefficient yielding 0. 78 indicating a high reliability. Results revealed that the most common cheating strategies during college exams were: looking over fellow student’s paper, using non-verbal techniques, writing on sitting chairs, papers, walls and ect. Moreover, there was no relationship between cheating behavior and student’s age, gender, major and college year. However, act of cheating was negatively correlated with years of college and GPA. The result of this study has implications for agricultural higher education in different levels. That means how policy makers can have curriculum planning and how it should be tested.