LEARNING OUTCOMES IN APPLIED AGRICULTURAL HIGHER EDUCATION: ENOUGH PROGRESS OR A ROAD STILL UNTRAVELED?

4th International Symposium On Biotechnology (2026),  [pp. 331-340]
 
AUTHOR(S) / АУТОР(И): Slavča Hristov , Branislav Stanković , Nikola Mileusnić
 
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DOI: https://doi.org/10.46793/SBT26.331H

ABSTRACT / САЖЕТАК:

Learning outcomes have emerged as a cornerstone in higher education reform, particularly within applied agricultural disciplines, where bridging theoretical knowledge and practical competencies is essential. This review critically examines the current state of learning outcomes implementation in applied agricultural higher education, evaluating whether existing curricula adequately prepare graduates for the rapidly evolving demands of modern agriculture and biotechnology. Drawing on international literature, accreditation reports, and case studies, the paper highlights both progress and persistent gaps. While many programs have clearly defined learning outcomes aligned with national qualification frameworks, evidence suggests that the translation of these outcomes into measurable competencies—especially in practical, problem-solving, and interdisciplinary skills—remains inconsistent. Challenges include insufficient integration of experiential learning, limited use of active and student-centered pedagogies, and a lack of systematic assessment strategies that link outcomes to graduate employability and industry expectations. Moreover, the review underscores the variability in outcomes across regions and institutions, reflecting differences in regulatory frameworks, resource availability, and academic culture. The paper concludes that although foundational work on learning outcomes has been accomplished, a comprehensive, evidence-based approach is still needed to ensure that graduates possess the knowledge, skills, and professional competencies required for innovation in agricultural biotechnology and sustainable production systems. Recommendations for future research and curriculum development emphasize stronger alignment with industry needs, enhanced experiential and interdisciplinary learning opportunities, and robust assessment mechanisms to track outcomes over time.

KEYWORDS / КЉУЧНЕ РЕЧИ:

applied agricultural sciences, competency-based education, curriculum development, learning outcomes, higher education

ACKNOWLEDGEMENT / ПРОЈЕКАТ:

The research presented in this article is part of the Agreement on the transfer of funds for financing the scientific research work of teaching staff at accredited higher education institutions in 2026 for the Faculty of Agriculture 451-03-34/2026-03/200116.

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