Grade 12 teachers and leaners' perceptions and attitudes towards precision agriculture in Limpopo Province in Capricorn, Mopani and Waterberg Districts, South Africa

Abstract

Precision Agriculture (PA) has emerged as the last frontier in modern economies, bringing together advances in agricultural infrastructure and innovations in smart technology in ways that allow farmers to strengthen their sustainability and optimise their operations through automation. Despite the growing importance of Precision Agriculture, limited research has examined the modalities for integrating these advanced practices into the curriculum, nor the factors that influence the willingness of stakeholders to engage with them. This study explored the perceptions and attitudes of teachers and students of grade 12 Agricultural Technology towards Precision Agriculture in three districts of Limpopo Province, South Africa, namely, Capricorn, Mopani, and Waterberg. Guided by Rogers’ Diffusion of Innovation and the Theory of Planned Behaviour, the study adopted a mixed-method approach within a concurrent research design. Purposive and quota sampling techniques were used to select four teachers (N = 4) and twenty learners (N = 20) from three secondary schools. Data were collected through semi-structured interviews, questionnaires, classroom observations, and Likert-scale surveys, and analysed using deductive thematic analysis and descriptive statistics using bar graphs and tables. The study identified key themes, including (lack of) awareness of Agricultural Technology, awareness and components of Precision Agriculture (e.g., GIS, GPS, VRT, and drone technology), awareness of the Fourth Industrial Revolution (4IR), availability of teaching resources and strategies, and the relationship between Precision Agriculture and skills acquisition. The findings revealed that both teachers and students exhibited generally positive perceptions of Precision Agriculture. However, inadequate teaching and learning resources were found to negatively influence these perceptions. Moreover, the study revealed heterophilous attitudes among participants, mainly driven by dissatisfaction with available resources, limited pedagogical strategies, and students’ belief that teachers lacked the necessary competencies to teach Precision Agriculture effectively. The study recommends targeted interventions aimed at strengthening teacher capacity and school support systems. Specifically, it suggests that schools be equipped with relevant and appropriate teaching resources and that teachers be empowered with the skills to integrate diverse instructional strategies. Such measures would enhance the effective incorporation of Precision Agriculture into secondary education.