Biotechnology in Agricultural Education

Abstract

Abstract CHISM, LISSI CARR. Biotechnology in Agricultural Education. (Under the direction of Dr. Jason McKibben.) This dissertation examined the integration of biotechnology within Georgia School-Based Agricultural Education (SBAE) through three interconnected studies addressing historical development, internal factors, and external factors influencing implementation. The first study utilized a qualitative historical research design, guided by Rogers’ (2003) Diffusion of Innovation Theory, to analyze state and national policy documents, curriculum frameworks, and archival records. Findings indicated that Georgia functioned as an early adopter of biotechnology in agricultural education, yet curriculum standards remained outdated and misaligned with current agricultural biotechnology practices. The second study, guided by Bandura’s (1986) Social Cognitive Theory and Self-Efficacy Theory (1997), employed a quantitative survey design to measure teachers’ perceived importance, knowledge, and competence regarding biotechnology topics. Results revealed that teachers valued biotechnology instruction but reported moderate levels of knowledge and competence, suggesting a need for targeted professional development. The third study investigated external factors affecting implementation, including teacher resources, student characteristics, and community support. Findings showed that while administrative and technological support were available, teachers lacked adequate instructional materials, laboratory space, and time. Students preferred hands-on learning but lacked home and community support to reinforce biotechnology concepts. Collectively, these studies underscored the need for systematic curriculum revision, ongoing professional development, and stronger interdisciplinary and community engagement to ensure that Georgia’s agricultural education remained rigorous, relevant, and aligned with modern biotechnology and agricultural practices.