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Transforming Ukrainian Agricultural Education for the Digital Era
Understanding the skills, technologies and pedagogical approaches needed to prepare VET institutions for the future of agriculture.
The Needs Analysis identifies the most important development needs for teachers, institutions and agricultural VET systems to support digital transformation and future workforce requirements.
Teacher Survey (57)
Industry Partner Survey (13)
Existing VET Documentation
Labour Market Analysis
Simulation-based learning is already used in partner institutions but implementation remains inconsistent and dependent on individual teachers.
Teachers feel confident in general pedagogy and digital tools but require support in designing and facilitating effective simulation-based learning.
Competence in drones, precision farming and immersive technologies remains significantly lower than general digital competence.
Industry partners describe agriculture as increasingly digital, automated and data-driven, creating demand for new skills and technologies.
Areas Requiring Further Development
Creating structured and goal-oriented simulation experiences.
Supporting learner-centred reflection after simulations.
Using self-assessment and peer feedback more effectively.
Connecting modern technologies to real learning scenarios.
Although simulation technologies are available, learning activities often focus on equipment operation rather than structured learning processes.
Key development areas:
Download the complete Needs Analysis Report to explore detailed findings, survey results and recommendations that shape the future of agricultural vocational education.
