PROMOTING SUSTAINABLE AGRICULTURAL PRACTICES THROUGH DIGITAL ETHICS IN TERTIARY INSTITUTIONS IN RIVERS STATE.

Abstract

The study examined how digital ethics can be used to promote sustainable agricultural practices in tertiary institutions in Rivers State. Specifically, the study investigated the extent to which digital ethics is integrated into agricultural education curricula, its influence on students’ knowledge, attitudes, and skills, and institutional strategies for embedding digital ethics. The study was guided by three (3) research questions. The study adopted a descriptive survey design A sample size was determined using stratified random sampling techniques to select 300 students and 50 lecturers, the target population is 350 in three tertiary institutions The instrument for data collection was a self - structured questionnaire designed in a 5-point rating scale of very high extent, high extent, low extent and very low extent with a numeric value of 5,4,3,2 and 1respectively. The instrument was validated by two experts in measurement and evaluation in the faculty of education, a reliability coefficient established through test–retest. Mean and standard deviation were used to analyze the research questions with a criterion mean value of 3.00. Findings from the study revealed that digital ethics is moderately integrated into agricultural education curricula. Furthermore, strategies such as curriculum review, capacity building, ICT infrastructure improvement, and partnerships with stakeholders were identified as essential for embedding digital ethics in agricultural education. The study concluded that digital ethics enhances the sustainability of agricultural practices when properly integrated into educational systems. The study therefore recommended curriculum reforms, training workshops, ICT policy enforcement, infrastructure strengthening, and collaborations with external partners to promote sustainability in agricultural education.