EVALUATION OF THE INCORPORATION OF AGRICULTURAL TECHNOLOGY TOOLS IN AGRICULTURAL EDUCATION CURRICULA IN SECONDARY SCHOOLS IN DELTA STATE

Abstract

This study examined teachers’ perceptions, barriers, readiness, and support for the need of integrating Agricultural Technology (AgTech) tools in agricultural education in Secondary Schools in Delta State, Nigeria. A descriptive survey research design was adopted. Using a survey of 170 agricultural teachers across secondary school teachers, descriptive statistics, independent samples t-tests, and mean ranking analyses were conducted. Findings revealed a positive perception of AgTech integration, with alignment with global trends, enhanced teaching effectiveness, and improved student engagement emerging as the highest-rated benefits. Major barriers included financial constraints, infrastructure limitations, and insufficient training, while the greatest support needs were ongoing technical assistance and access to professional development. Independent samples t-tests indicated significant differences in perceptions by educational level, favouring teachers with a master’s degree or higher. The study concludes that willingness to adopt AgTech exists among educators, but successful integration requires targeted funding, infrastructural improvements, continuous training, and strong policy backing. Recommendations include capacity-building initiatives, curriculum reforms, enhanced technical support, and collaborative networks to foster sustainable AgTech adoption in agricultural education.