INTEGRATING AGRI-TECHNOLOGY AND SMART FARMING CURRICULA INTO HIGHER EDUCATION: A PATHWAY TO FOOD SECURITY AND RURAL TRANSFORMATION IN AFRICA

This study investigated the integration of agri-technology and smart farming curricula into higher education institutions in Africa as a pathway to enhancing food security and promoting rural transformation. A convergent parallel mixed-methods research design was adopted, involving 215 survey respondents and 20 key informants selected from five African universities offering agricultural education programmes. Data were collected using the Agri-Technology Curriculum Integration Questionnaire (ATCIQ) and a semi-structured interview guide, and analyzed using descriptive and inferential statistics alongside thematic analysis. The findings revealed a moderate level of curriculum integration (grand mean = 3.09), with greater emphasis on precision agriculture, Geographic Information Systems (GIS), and remote sensing than on emerging technologies such as artificial intelligence, Internet of Things (IoT), drone technology, and digital farm management systems. Institutional readiness was generally low (overall mean = 2.98), primarily due to inadequate funding, weak digital infrastructure, limited faculty capacity, and insufficient industry collaboration. A significant positive relationship was found between institutional readiness and curriculum integration (r = 0.681, p < 0.05). The study concludes that comprehensive curriculum reform, strengthened institutional capacity, strategic industry partnerships and increased investment in digital agricultural infrastructure are essential for equipping graduates with competencies required to drive sustainable agricultural modernization, food security, and rural transformation across Africa.