Abstract

The main objective of research was reengineering agricultural technology education based on constructivism,engineering design and systems thinking in farming systems of Khouzestan province, Iran. The method of research was correlative descriptive and causal relation. A random sample of agricultural extension educators of Khouzestan province, Iran (n=105) were selected for participation in the study. Based on the constructivism the top six ranked items in favorable conditions were: (1) Emphasizing discourse and collaboration; (2) Ability to communicate ideas; (3) Developing self thought and reliance; (4) Discovering  knowledge  through group work; (5) Programs place a high value on field work, and (6) Using problem solving methods. Based on engineering design the top six ranked items in favorable conditions were: (1) Communication and analytical skills; (2) Interpersonal skills: teamwork, group skills, attitude, and work ethic; (3) Problem-solving and creative thinking; (4) Formative evaluation; (5) Contributions from both social and natural science in the educational process, and (6) The ability to negotiate and influence, and self-management. Also based on systems thinking, the top six ranked items in favorable conditions were: (1) Focus on the needs of farmers; (2) Negotiating assessment processes; (3) Considering farm as system; (4) Need for a more holistic understanding; (5) Helping learners confront personal beliefs and create their own theories of learning, and (6) Providing learners with opportunities to examine, analyze, and reflect on their own thinking.

Key words: Agricultural technology education, constructivism, engineering design, systems thinking.