As someone who's spent years reviewing environmental education research, and with a particular interest in agroecology, it was an honor to have the task of reviewing some of the key articles in the field of agroecology education for the eeRESEARCH database.

View eeRESEARCH Collection: Agroecology and Education

When looking at the six papers that we’ve included – which cover a variety of educational formats from university programs to farmer-led schools – several powerful themes stand out.

First, hands-on, experiential learning is absolutely crucial. Whether we're talking about Norwegian university students visiting farms, Vermont undergraduates conducting soil research with farmers, or peasant farmers in Latin America learning from each other, the research consistently shows that getting your hands dirty is irreplaceable. Real-world experience helps learners understand the complexity of food systems in ways that classroom lectures simply can't match.

Another striking theme is the importance of "co-learning" – where everyone involved (students, teachers, farmers, community members) learns together and contributes their knowledge. This approach recognizes that no single person or institution holds all the answers. The most effective programs create spaces where academic knowledge and farmers' practical experience are equally valued.

The research also highlights how the best agroecology education goes beyond just teaching farming techniques. Programs that successfully prepare people to transform food systems help learners develop a range of skills: critical thinking, communication, leadership, and an understanding of social and political contexts. As one study put it, we need to create "expert-generalists" who can work across disciplines and with diverse groups of people.

For practitioners looking to strengthen their agroecology education programs, here are the key takeaways:

• Start with real experiences in farms and food systems, then build in theory
• Create opportunities for diverse groups to learn together and from each other
• Connect technical skills with a broader understanding of food system change
• Use local knowledge and culture as starting points
• Build in time for reflection and dialogue

Perhaps most encouragingly, these approaches seem to work across different contexts – from formal university settings to farmer-led schools to public education. While each setting faces its own challenges, the core principles of hands-on learning, knowledge-sharing, and systems thinking consistently emerge as powerful tools for teaching agroecology.