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The purpose of this research was to analyze the effective factors of sustainable agricultural development in Khuzestan Province, Iran, through qualitative method. To achieve the objectives of the research, semi-structured interviews and brainstorming techniques were used to collect data, and triangulation was used to evaluate the validity of qualitative findings. In order to implement the qualitative method, three types of open, axial, and selective coding were used. MAXqda12 software was used to analyze the collected data. Based on the qualitative analysis, 127 initial codes with 1,785 repetitions with 42 sub-categories in 4 main categories were identified: Strength, Weakness, Threats and Opportunities. By strengthening strengths and taking advantage of opportunities, we can reduce weaknesses and get rid of threats. Using the obtained results by planners will pave the way for sustainable agricultural development in Khuzestan Province, Iran. [ABSTRACT FROM AUTHOR]

This research aimed to explore the empowerment of trainees of agricultural schools for the development of their professional performance. It was a survey study. The statistical population was composed of all trainees studying in agricultural schools in Iran in the 2020-2021 educational year, amounting to 1,119 students, out of whom 169 trainees were sampled by simple randomization. Due to the COVID-19 pandemic and the closure of the schools, the questionnaires were sent and received by e-mail from the provinces of Tehran, Khuzestan, Fars, Qazvin, Mazandaran, and Semnan. Data were analyzed by the structural equation method using Smart PLS3. Based on the results, the educational content, educational process, management process, technical trainer development, and supply of space, equipment, and technology in agricultural schools have positive and significant effects on the empowerment of trainees in these schools. The standardized path coefficients revealed that the educational content directly accounted for 67.2% of the variance in the trainees' empowerment. Also, 39.9, 31.1, 30.2, and 29.8% of the variance in the Iranian trainee's empowerment were captured by the educational process, management process, technical trainer development, and the supply of space, equipment, and technology, respectively. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify determinants of Eco-Innovations (EI) in agricultural production cooperatives in Iran. Qualitative and quantitative methods were applied to the research. The qualitative section included semi-structured interviews, faceto-face interviews, and brainstorming sessions, and the quantitative section included descriptive statistical and spatial and Bayesian probit models to estimate the model of research. SPSS and MATLAB software was used in this study. SPSS software was used to describe the variables, explain the types of EIs and their effects and comparison of adopters and non-adopters, and MATLAB software was used for the estimation of the model. The data of 300 members of agricultural production cooperatives in Khouzestan Province, Iran, were collected based on random sampling, in 2020 summer. The research examined the different types of EIs. For comparison of adopter and non-adopter characteristics, a t-test and Mann-Whitney test (MW) were used. The results of the t-test showed that there was a significant difference between age, income, crop yield, and farm size for adopters and non-adopters of EI. The Mann Whitney U test (MW) showed significant difference between farmers' education level, EI awareness, attitude toward EI, EI knowledge, willingness to creativity, being risk oriented, and access to information of adopters and non-adopters of EI. Based on the results obtained from the spatial models, with a probability of 99%, both models were significant. Based on the results of the estimation of spatial models, the independent variables and the spatial autoregressive coefficient had significant role on adoption of EI. For practical implications, it can be said that cooperative members, when adopting the EIs, can use the proposed model that is appropriate to their field of work. This study conducted a critical review before specifically recommending how cooperatives become eco-innovators. [ABSTRACT FROM AUTHOR]

The main purpose of this study was to identify strategies for adapting agricultural cooperatives to learning organization. Agricultural cooperatives are business organizations that fully examine all the economic, democratic and social dimensions of poverty reduction in rural areas simultaneously. This research is an exploratory research that was conducted in two parts: qualitative and quantitative. In the qualitative section, by holding several meetings with experts and through the method of brainstorming, the opportunities, threats, strengths and weaknesses for the adapting of the agricultural cooperative organization to learning organization were identified. Then, using the SWOT model, strategies and action plan were identified for adapting the cooperative organization to the learning organization. Also, in the quantitative part of the research that was conducted among the members of the cooperatives, through Structural Equation Modeling (SEM), the role of the identified strategies was evaluated and the designed model was approved. Based on the results, the predictive positive effect of identified strategies include: SO1 (β= 0.73, t-Value= 4.23, P< 0.001), SO2 (β= 0.79, t-Value=4.71, P< 0.001), SO3 (β= 0.81, t-Value=5.08, P< 0.001) and SO4 (β= 0.82, t-Value= 4.97, P< 0.001) on Adapting Cooperatives to the Learning Organization (ACLO). The findings showed that (R²= 0.69) the identified strategies determined 69% of the variance in the ACLO. [ABSTRACT FROM AUTHOR]

Computer-Supported Collaborative Learning (CSCL) is a new trend in educational sciences. This study investigates how knowledge sharing and transferring can be facilitated by using CSCL in a problem-solving setting. Intervention of research is education regarding Sustainable Water Resources Management (SWRM) by Computer-Supported Collaborative Learning (CSCL). The purpose of this research was to determine whether change of knowledge was accomplished after utilization of CSCL in agricultural MSc. and PhD. students of Science and Research Branch University, Ahwaz, Iran. Education by CSCL was accomplished in a two-week period. As a part of the experimental design, 173 university students were randomly assigned and divided to four groups. The first group with 43 students was labeled pretest-posttest treatment group (E). The second group, with 44 students, labeled pretest-posttest control group (C1), only received face to face education, which was known as the control group. Thus, we compared the effect of the treatment between the first and second group. The third group as the posttest-only treatment group (C2) received the CSCL, with 44 students, and the fourth group as posttest-only control group (C3) with 42 students did not receive the treatment. The results showed that there was significant difference between posttests knowledge score of C2 and C3, and E and C1. Also, there was a significant difference between pretest and posttest in the experimental group. This result indicated the impact of treatment (CSCL) on the knowledge level of students. In addition, F-test analysis showed there were significant differences among posttests in all groups. [ABSTRACT FROM AUTHOR]