[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"item-1253":3,"related-1253":58},{"id":4,"title":5,"url":6,"summary":7,"summary_zh":8,"content":8,"source_name":9,"source_url":6,"published_at":10,"category":11,"cover_url":8,"hotness":12,"is_selected":13,"score":14,"score_detail":15,"sources":17,"tags":19,"primary_topic":8,"secondary_topics":21,"classification":22,"search_phrases":30,"slug":31,"view_count":32,"doi":33,"paper":34,"created_at":57},1253,"Higher education institutions and food system transformation: the agricultural education paradox in Sub-Saharan Africa","https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffsufs.2026.1842276","The food system in Sub-Saharan Africa still faces challenges in achieving the United Nations’ Sustainable Development Goal 2, or Zero Hunger. This challenges the role of knowledge institutions in promoting food system transformation. This research examines the relationship between higher education and the reduction of hunger in Sub-Saharan Africa and other regions. Using the food system and sustainability transitions perspective, the study looks at higher education institutions as food system actors and parts of agricultural innovation systems. It also asks whether higher education directly reduces hunger or if the link is due to structural differences. The research uses a balanced panel dataset from 60 countries, covering 2000 to 2023. Results from two-way fixed effects show that the negative link between higher education enrollment and undernourishment disappears after controlling for country-specific factors. In both models, the intensity of agricultural graduates is positively correlated with undernourishment, suggesting an “agricultural education paradox.” Here, knowledge generation fails to improve the food system. Unlike agricultural education, general higher education has no statistically significant effect on undernourishment within countries and instead depends on other conditions. This research contributes to the literature on food system transformation. It shows that Higher Education Institutions can drive transformation, but only within functional economic and institutional systems.",null,"Frontiers in Sustainable Food Systems","2026-08-25T00:00:00Z","论文",10,false,0,{"impact":14,"substance":14,"depth":14,"authority":14,"freshness":14,"relevant":14,"comment":16},"主题聚焦撒哈拉以南非洲高等教育与粮食安全，与国内三农及农业信息化关联弱，不入选。",[18],{"name":9,"url":6},[20],"农业教育",[],{"status":23,"locked":13,"version":24,"method":25,"evidence":26},"unclassified","2026-10-22.2","rules",{"candidates":27,"agricultural_evidence":28,"reason":29},[],true,"缺少足够的主题证据",[],"Highereducationinstitutionsandfoodsystem-1253",2,"10.3389\u002Ffsufs.2026.1842276",{"doi":33,"openalex_id":35,"authors":36,"venue":9,"cited_by_count":14,"oa_url":49,"card":50,"direction":54,"ingested_from":56},"W7204212899",[37,39,41,43,45,47],{"name":38,"orcid":8},"William Billy Chirwa",{"name":40,"orcid":8},"Xiaoguang Liu",{"name":42,"orcid":8},"Yao Zhiyou",{"name":44,"orcid":8},"Ronald Kipsang Mutai",{"name":46,"orcid":8},"Pempho Jemi",{"name":48,"orcid":8},"Lydiah Nyambura Mukami","https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fsustainable-food-systems\u002Farticles\u002F10.3389\u002Ffsufs.2026.1842276\u002Fpdf",{"tldr":51,"method":52,"finding":53,"direction":54,"opportunity":55},"研究撒哈拉以南非洲高等教育与饥饿减少的关系，发现农业教育强度与营养不良正相关，存在“农业教育悖论”。","使用60国2000-2023年平衡面板数据，双向固定效应模型分析。","控制国家因素后，高等教育入学率与营养不良负相关消失；农业毕业生比例与营养不良正相关。","数字乡村与农业信息化","可探索如何使农业教育有效促进食物系统转型，结合经济与制度条件设计干预措施。","openalex","2026-09-01T04:03:09.877929Z",{"total":59,"page":60,"page_size":59,"items":61},6,1,[62,117,205,281,327,389],{"id":63,"title":64,"url":65,"summary":66,"summary_zh":8,"content":8,"source_name":67,"source_url":8,"published_at":68,"category":11,"cover_url":8,"hotness":12,"is_selected":13,"score":69,"score_detail":70,"sources":76,"tags":78,"primary_topic":83,"secondary_topics":89,"classification":90,"search_phrases":104,"slug":107,"view_count":60,"doi":8,"paper":108,"created_at":116},5298,"姚霞等《江苏高教》:新质生产力背景下新农科建设的实践探索——以智慧农业交叉学科为例","http:\u002F\u002Fwww.qikanvip.com\u002Fqkml\u002F172563.html","《江苏高教》2026年第08期刊载南京农业大学姚霞、曹卫星、刘小军、刘蕾蕾、朱艳等论文,阐述新质生产力背景下建设智慧农业交叉学科的必要性,解析其组建模式及\"四大融合\"(学科、专业、课程、平台)的实践路径,剖析我国智慧农业交叉学科发展现状,并提出未来发展对策。","江苏高教(2026,08)","2026-10-13T00:00:00Z",75,{"impact":71,"substance":72,"depth":73,"authority":74,"freshness":59,"relevant":60,"comment":75},18,20,17,14,"核心期刊论文，系统阐述智慧农业交叉学科建设路径，对农业信息化人才培养有参考价值，但属学术探讨、时效一般，可入精选备选。",[77],{"name":67,"url":65},[79,80,20,81,82],"智慧农业","新质生产力","新农科","交叉学科",{"code":84,"slug":85,"name":86,"path":87,"parent_code":88},"I1","smart-agriculture","智慧农业总论","\u002Ftopic\u002Fdigital-agriculture\u002Fsmart-agriculture","I",[],{"status":91,"locked":13,"version":24,"method":25,"evidence":92},"classified",{"candidates":93,"agricultural_evidence":28},[94,99],{"code":84,"score":95,"supported":28,"title":96,"abstract":97,"tags":98},12,[79],[79],[79],{"code":100,"score":60,"supported":13,"title":101,"abstract":102,"tags":103},"J2",[],[],[80],[105,106],"南京农业大学 智慧农业 交叉学科","姚霞 新农科 江苏高教","南京农业大学智慧农业交叉学科-5298",{"doi":8,"openalex_id":8,"authors":109,"venue":8,"cited_by_count":14,"oa_url":8,"card":110,"direction":54,"ingested_from":115},[],{"tldr":111,"method":112,"finding":113,"direction":54,"opportunity":114},"以智慧农业交叉学科为例，探讨新质生产力背景下新农科建设的实践路径。","案例分析与现状剖析，提出学科、专业、课程、平台“四大融合”路径。","智慧农业交叉学科需通过“四大融合”组建，并针对现状提出发展对策。","可延伸研究智慧农业交叉学科融合成效的量化评价与人才培养质量追踪机制。","agent","2026-10-19T00:07:48.366123Z",{"id":118,"title":119,"url":120,"summary":121,"summary_zh":122,"content":8,"source_name":123,"source_url":120,"published_at":124,"category":11,"cover_url":8,"hotness":12,"is_selected":13,"score":125,"score_detail":126,"sources":130,"tags":132,"primary_topic":136,"secondary_topics":140,"classification":141,"search_phrases":186,"slug":189,"view_count":60,"doi":190,"paper":191,"created_at":204},5074,"QISHLOQ XO‘JALIGI OLIY TA’LIM MUASSASALARIDA MAXSUS FANLARNI O‘QITISHDA “SMART AGRICULTURE” TEXNOLOGIYALARIDAN FOYDALANISH METODIKASI","https:\u002F\u002Fdoi.org\u002F10.67547\u002Ffanistiqbollari.2026.876","The article examines a methodology for integrating Smart Agriculture technologies into the teaching of specialized subjects at agricultural higher education institutions. The study analyzes the didactic potential of the Internet of Things, sensor monitoring, GIS, remote sensing, artificial intelligence, smart irrigation and digital data analytics.","本文探讨了将智慧农业技术融入农业高等院校专业课程教学的方法论。研究分析了物联网、传感器监测、地理信息系统、遥感、人工智能、智能灌溉和数字数据分析在教学中的潜力。","Ta limda Istiqbolli Izlanishlar xalqaro ilmiy metodik jurnal","2026-10-15T00:00:00Z",49,{"impact":127,"substance":74,"depth":128,"authority":59,"freshness":127,"relevant":60,"comment":129},8,13,"乌兹别克语论文探讨智慧农业技术融入农业高校专业教学的路径，属农业信息化人才培养方向，但为境外一般期刊、影响面有限，暂不宜进入每日精选。",[131],{"name":123,"url":120},[79,133,134,135,20],"农业人工智能","物联网","遥感",{"code":88,"slug":137,"name":138,"path":139,"parent_code":8},"digital-agriculture","数字农业与前沿技术","\u002Ftopic\u002Fdigital-agriculture",[],{"status":142,"locked":13,"version":24,"method":25,"evidence":143},"partial",{"candidates":144,"agricultural_evidence":28,"reason":185},[145,151,158,164,171,178],{"code":84,"score":146,"supported":28,"title":147,"abstract":149,"tags":150},15,[148],"smart agriculture",[79,148],[79],{"code":152,"score":153,"supported":28,"title":154,"abstract":155,"tags":157},"I3",7,[],[135,156],"remote sensing",[135],{"code":159,"score":153,"supported":28,"title":160,"abstract":161,"tags":163},"I5",[],[134,162],"internet of things",[134],{"code":165,"score":59,"supported":28,"title":166,"abstract":167,"tags":170},"H3",[],[168,169],"灌溉","irrigation",[],{"code":172,"score":59,"supported":28,"title":173,"abstract":174,"tags":177},"I4",[],[175,176],"地理信息","GIS",[],{"code":179,"score":180,"supported":28,"title":181,"abstract":182,"tags":184},"I2",4,[],[183],"artificial intelligence",[133],"一级领域明确，二级方向需要细分",[187,188],"农业人工智能 农业教育 智慧农业 物联网","农业人工智能 农业教育","农业人工智能农业教育智慧农业物联网-5074","10.67547\u002Ffanistiqbollari.2026.876",{"doi":190,"openalex_id":192,"authors":193,"venue":123,"cited_by_count":14,"oa_url":197,"card":198,"direction":203,"ingested_from":56},"W7221997102",[194],{"name":195,"orcid":196},"O'G'ILOY SADULLO QIZI SHAMSIYEV","https:\u002F\u002Forcid.org\u002F0009-0003-4706-6488","https:\u002F\u002Ffanistiqbollari.uz\u002Fstorage\u002Farticle876.pdf",{"tldr":199,"method":200,"finding":201,"direction":54,"opportunity":202},"研究将智慧农业技术融入农业高校专业课程教学的方法论。","分析物联网、传感器、GIS、遥感、AI等技术的教学潜力。","智慧农业技术可有效支撑农业专业课程的教学方法设计。","可实证检验该教学法对学生技能与就业的影响，并开发配套课程资源。","智慧农业 \u002F 农业物联网","2026-10-16T23:30:07.890026Z",{"id":206,"title":207,"url":208,"summary":209,"summary_zh":210,"content":8,"source_name":9,"source_url":208,"published_at":211,"category":11,"cover_url":8,"hotness":12,"is_selected":13,"score":212,"score_detail":213,"sources":216,"tags":218,"primary_topic":223,"secondary_topics":229,"classification":230,"search_phrases":254,"slug":257,"view_count":14,"doi":258,"paper":259,"created_at":280},4980,"Creating common ground: integrating transformative agroecology and extension research in undergraduate education","https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffsufs.2026.1882768","This paper examines the Agroecology Extension (AX) summer Research Fellowship at the University of Vermont, a 5-year USDA-funded undergraduate program that intentionally integrated extension research with agroecology education within a land-grant university context. Drawing on predominantly qualitative evaluation of five cohorts (2021–2025, n = 47), we identify enabling and constraining pedagogical factors for creating common ground between two domains that remain institutionally separated at most land-grant universities. The study contributes to the emerging signature pedagogy for sustainable food systems education by documenting how three interconnected pedagogical dynamics—integrating political agroecology with extension, centering equity as a sustained commitment, and supporting participatory knowledge co-creation with students—shaped program design and evolution across 5 years. Findings demonstrate that transformative education at the intersection of agroecology and extension requires explicit engagement with the political dimensions of agroecology and extension history, relational infrastructure for equity work, and deliberate structures for co-learning. This case study offers practical pedagogical insights for land-grant universities seeking to develop sustainable programs that bridge agroecology and extension while preparing graduates to address complex agricultural and food systems challenges.","本文考察了佛蒙特大学的农业生态学推广（Agroecology Extension, AX）暑期研究奖学金项目。该项目由美国农业部资助，为期五年，是一项本科生项目，在赠地大学（land-grant university）语境下有意将推广研究与农业生态学教育相结合。基于对五届学员（2021—2025年，n = 47）的以定性为主的评估，我们识别了在大多数赠地大学中仍处于制度性分离状态的两个领域之间建立共同基础（common ground）的促进性与制约性教学因素。本研究通过记录三种相互关联的教学动态——将政治农业生态学与推广相结合、将公平作为持续承诺加以中心化、以及支持与学生共同进行参与式知识共创——如何在五年间塑造了项目设计与演变，为可持续食物系统教育的新兴标志性教学法（signature pedagogy）作出了贡献。研究结果表明，在农业生态学与推广的交汇处开展变革性教育，需要明确介入农业生态学的政治维度与推广历史、建立支持公平工作的关系性基础设施，以及为共同学习设计有意的制度结构。本案例研究为那些寻求开发可持续项目、以弥合农业生态学与推广之间鸿沟、同时培养毕业生应对复杂农业与食物系统挑战的赠地大学提供了实践性教学启示。","2026-10-14T00:00:00Z",65,{"impact":127,"substance":71,"depth":73,"authority":128,"freshness":214,"relevant":60,"comment":215},9,"美国赠地大学农业生态学与推广教育融合的五年期本科项目案例研究，方法扎实但属境外教育实践，对国内三农信息化仅有间接参考价值。",[217],{"name":9,"url":208},[219,20,220,221,222],"可持续食物系统","农业推广","生态农业","参与式研究",{"code":224,"slug":225,"name":226,"path":227,"parent_code":228},"H6","biodiversity","生态保护与生物多样性","\u002Ftopic\u002Fenvironment\u002Fbiodiversity","H",[],{"status":91,"locked":13,"version":24,"method":25,"evidence":231},{"candidates":232,"agricultural_evidence":28},[233,239,244,249],{"code":224,"score":74,"supported":28,"title":234,"abstract":236,"tags":238},[235],"agroecology",[237,235],"农业生态",[],{"code":240,"score":60,"supported":13,"title":241,"abstract":242,"tags":243},"E2",[],[],[219],{"code":245,"score":60,"supported":13,"title":246,"abstract":247,"tags":248},"G1",[],[],[220],{"code":250,"score":60,"supported":13,"title":251,"abstract":252,"tags":253},"H8",[],[],[221],[255,256],"佛蒙特大学 农业推广 生态农业","可持续食物系统 参与式研究 农业推广 农业教育","佛蒙特大学农业推广生态农业-4980","10.3389\u002Ffsufs.2026.1882768",{"doi":258,"openalex_id":260,"authors":261,"venue":9,"cited_by_count":14,"oa_url":273,"card":274,"direction":278,"ingested_from":56},"W7221806502",[262,265,268,270],{"name":263,"orcid":264},"Karen L. Nordstrom","https:\u002F\u002Forcid.org\u002F0009-0007-4326-3854",{"name":266,"orcid":267},"Victor M. Izzo","https:\u002F\u002Forcid.org\u002F0000-0002-0254-1105",{"name":269,"orcid":8},"Emily Hoyler",{"name":271,"orcid":272},"V. Ernesto Méndez","https:\u002F\u002Forcid.org\u002F0000-0001-7394-5679","https:\u002F\u002Fwww.frontiersin.org\u002Fjournals\u002Fsustainable-food-systems\u002Farticles\u002F10.3389\u002Ffsufs.2026.1882768\u002Fpdf",{"tldr":275,"method":276,"finding":277,"direction":278,"opportunity":279},"评估佛蒙特大学五年农业生态推广暑期研究奖学金，探索如何整合农业生态学与推广教育。","对2021-2025年五届47名学员进行定性评估，分析教学促进与制约因素。","需明确参与农业生态政治维度、建立公平关系基础设施和共同学习结构。","其他","可研究此类跨学科体验式教育对毕业生推广实践与农业系统转型的长期影响。","2026-10-15T23:30:06.661415Z",{"id":282,"title":283,"url":284,"summary":285,"summary_zh":286,"content":8,"source_name":287,"source_url":284,"published_at":68,"category":11,"cover_url":8,"hotness":12,"is_selected":13,"score":288,"score_detail":289,"sources":291,"tags":293,"primary_topic":297,"secondary_topics":298,"classification":299,"search_phrases":307,"slug":310,"view_count":14,"doi":311,"paper":312,"created_at":326},4905,"Impact of Digital Technologies on Quality Learning Engagement in Agricultural Science Among Students in Secondary Schools in Rivers State","https:\u002F\u002Fdoi.org\u002F10.5281\u002Fzenodo.23342866","This study examined the impact of digital technologies on quality learning engagement in agricultural science among students in secondary schools in Rivers State, Nigeria. A descriptive survey design was used. Through multi-stage sampling, 400 respondents (112 teachers and 288 students) were drawn from 24 public secondary schools in six Local Government Areas across the three senatorial zones. Data were collected with a self-constructed four-point questionnaire, validated by three experts, with an overall Cronbach’s alpha of 0.77, and analyzed using means, standard deviations and the z-test at the 0.05 level of significance. The study revealed that digital technologies had a positive impact on students’ learning engagement. Instructional technologies such as virtual simulation software, precision agriculture tools and virtual laboratory technology are perceived to enhance quality learning engagement of students in agricultural science. The z-tests showed no significant difference between the groups for any technology. The results show that teachers and students hold similarly favourable views of these technologies, which supports their planned integration into Agricultural Science teaching, particularly where physical laboratory and farm facilities are limited. The study concludes that the adoption of digital technologies into the teaching and learning process of agricultural science has considerable potential to improving the quality of learning engagement and can bridge the gap between theoretical instruction and practical agricultural experiences. the study thus recommends the integration of digital technologies into agricultural science instruction and that schools should organize professional development on its effective use, to enable teachers provide realistic practical experiences.","本研究考察了数字技术对尼日利亚河流州中学生农业科学优质学习投入的影响。研究采用描述性调查设计。通过多阶段抽样，从三个参议员选区六个地方政府区域的24所公立中学中抽取了400名受访者（112名教师和288名学生）。数据采用自行编制的四点式问卷收集，该问卷经三位专家验证，总体Cronbach's alpha系数为0.77，并使用均值、标准差和0.05显著性水平下的z检验进行分析。研究发现，数字技术对学生的学习投入产生了积极影响。虚拟仿真软件、精准农业工具和虚拟实验室技术等教学技术被认为能够提升农业科学学生的优质学习投入。z检验表明，各组在任何技术方面均无显著差异。结果表明，教师和学生对上述技术持相似的良好看法，这支持将其有计划地整合到农业科学教学中，尤其是在实体实验室和农场设施有限的情况下。研究得出结论，将数字技术纳入农业科学的教学过程具有相当大的潜力，能够提高学习投入的质量，并弥合理论教学与实践农业经验之间的差距。因此，研究建议将数字技术整合到农业科学教学中，学校应组织关于其有效使用的专业发展培训，以使教师能够提供真实的实践体验。","Zenodo (CERN European Organization for Nuclear Research)",61,{"impact":127,"substance":71,"depth":74,"authority":95,"freshness":214,"relevant":60,"comment":290},"尼日利亚地区性实证研究，样本与方法规范，结论支持数字技术融入农业科学教学，对农业信息化教育应用有参考价值，但影响范围限于地方。",[292],{"name":287,"url":284},[79,294,295,20,296],"数字技术","精准农业","虚拟仿真",{"code":84,"slug":85,"name":86,"path":87,"parent_code":88},[],{"status":91,"locked":13,"version":24,"method":25,"evidence":300},{"candidates":301,"agricultural_evidence":28},[302],{"code":84,"score":214,"supported":28,"title":303,"abstract":304,"tags":306},[],[295,305],"precision agriculture",[294,79,295],[308,309],"Rivers State 农业科学 数字技术","尼日利亚 中学 农业科学 学习投入","RiversState农业科学数字技术-4905","10.5281\u002Fzenodo.23342866",{"doi":311,"openalex_id":313,"authors":314,"venue":287,"cited_by_count":14,"oa_url":284,"card":321,"direction":54,"ingested_from":56},"W7221595725",[315,317,319],{"name":316,"orcid":8},"P.O. Chukwuocha",{"name":318,"orcid":8},"A.U. Nnodim",{"name":320,"orcid":8},"N.S. Amadi",{"tldr":322,"method":323,"finding":324,"direction":54,"opportunity":325},"研究数字技术对尼日利亚河流州中学农业科学学习投入的影响。","对400名师生问卷调查，用均值、标准差和z检验分析。","数字技术正向提升学习投入，虚拟仿真、精准农业工具等受认可，师生观点无显著差异。","可探究数字技术在农业实践教学中的长期效果及资源匮乏地区的适配模式。","2026-10-14T23:30:34.199346Z",{"id":328,"title":329,"url":330,"summary":331,"summary_zh":332,"content":8,"source_name":333,"source_url":330,"published_at":334,"category":11,"cover_url":8,"hotness":12,"is_selected":13,"score":335,"score_detail":336,"sources":339,"tags":341,"primary_topic":346,"secondary_topics":351,"classification":352,"search_phrases":371,"slug":374,"view_count":60,"doi":375,"paper":376,"created_at":388},4696,"Knowledge and Practices in Organic Agriculture Production among Grade 12 Students of Gamu Agri-Fishery School, Isabela","https:\u002F\u002Fdoi.org\u002F10.65339\u002Fijsis.v1.i3.157","This study assessed the knowledge and practices of Grade 12 Organic Agriculture students of Gamu Agri-Fishery School in Linglingay, Gamu, Isabela, and examined the relationship between these two variables. Anchored on a Knowledge–Practice Framework informed by experiential and competency-based learning, the study employed a quantitative, cross-sectional descriptive-correlational design. Total enumeration was used involving all 35 Grade 12 Organic Agriculture students. Data were gathered through a researcher-developed structured questionnaire consisting of an objective knowledge assessment and a frequency-based practice scale. Descriptive statistics and Spearman’s rank-order correlation were employed in analyzing the data. Results showed a high level of knowledge, with an overall performance of 85.43% and 88.57% of the respondents classified as having high or very high knowledge. Organic agriculture practices were also consistently demonstrated, with an overall mean of 3.57 and 94.29% of respondents classified under the “Always” category. Students demonstrated their strongest competencies in composting, organic-input utilization, soil fertility, and farm management, while pest and disease management obtained comparatively lower results. A moderately strong positive and statistically significant relationship was found between knowledge and practices (ρ = .641, p \u003C .001), indicating that greater knowledge tended to correspond with more frequent application of organic agriculture practices. The study concludes that the students possess substantial theoretical understanding and practical competencies in organic agriculture production. Continued integration of classroom instruction with hands-on agricultural activities is recommended, with greater emphasis on organic pest and disease management. The study supports SDG 2 on sustainable food production, SDG 4 on quality education, and related goals concerning responsible production, decent work, climate action, and environmental protection. Its sustainability impact lies in strengthening agricultural education, environmental responsibility, youth agricultural competency, and preparation for sustainable livelihoods and food-production systems.","本研究评估了位于伊莎贝拉省加穆市林林盖的加穆农业-渔业学校12年级有机农业学生的知识与实践，并考察了这两个变量之间的关系。本研究以基于体验式学习和能力本位学习的知识-实践框架为理论基础，采用定量、横断面描述性-相关性设计。研究采用全体枚举法，涵盖全部35名12年级有机农业学生。数据通过研究者自行开发的结构化问卷收集，该问卷由客观知识评估和基于频率的实践量表组成。数据分析采用描述性统计和斯皮尔曼等级相关。结果显示，学生的知识水平较高，总体表现为85.43%，88.57%的受访者被归类为具有高或极高知识水平。有机农业实践也得到了持续体现，总体均值为3.57，94.29%的受访者被归类为“总是”类别。学生在堆肥、有机投入品利用、土壤肥力和农场管理方面表现出最强的能力，而病虫害管理的结果相对较低。知识与实践之间存在中等强度的正相关且具有统计学显著性（ρ = .641，p \u003C .001），表明知识水平越高，有机农业实践的应用频率往往越高。研究得出结论，学生具备扎实的有机农业生产理论理解和实践能力。建议继续将课堂教学与动手农业活动相结合，并更加重视有机病虫害管理。本研究支持可持续发展目标2（可持续粮食生产）、可持续发展目标4（优质教育），以及有关负责任生产、体面工作、气候行动和环境保护的相关目标。其可持续性影响在于加强农业教育、环境责任、青年农业能力，以及为可持续生计和粮食生产体系做好准备。","International Journal of Sustainable and Integrated Studies","2026-10-09T00:00:00Z",45,{"impact":337,"substance":74,"depth":95,"authority":59,"freshness":127,"relevant":60,"comment":338},5,"菲律宾一校35名学生的有机农业知识—实践相关性研究，样本小、地域性强，对国内三农信息化参考价值有限，不宜进入每日精选。",[340],{"name":333,"url":330},[342,20,343,344,345],"可持续农业","病虫害防治","有机农业","青年农技",{"code":347,"slug":348,"name":349,"path":350,"parent_code":228},"H2","soil","土壤健康与改良","\u002Ftopic\u002Fenvironment\u002Fsoil",[],{"status":91,"locked":13,"version":24,"method":25,"evidence":353},{"candidates":354,"agricultural_evidence":28},[355,360,367],{"code":347,"score":59,"supported":28,"title":356,"abstract":357,"tags":359},[],[358,348],"土壤",[],{"code":361,"score":362,"supported":28,"title":363,"abstract":364,"tags":366},"D",3,[],[365],"渔业",[],{"code":250,"score":32,"supported":13,"title":368,"abstract":369,"tags":370},[],[],[342,344],[372,373],"Gamu Agri-Fishery School 有机农业","Isabela 有机农业 学生","GamuAgri-FisherySchool有机农业-4696","10.65339\u002Fijsis.v1.i3.157",{"doi":375,"openalex_id":377,"authors":378,"venue":333,"cited_by_count":14,"oa_url":381,"card":382,"direction":387,"ingested_from":56},"W7221078739",[379],{"name":380,"orcid":8},"Ricardo B. Vigan","https:\u002F\u002Fgraspepress.com\u002Fijsis\u002Farticle\u002Fdownload\u002F179\u002F170",{"tldr":383,"method":384,"finding":385,"direction":54,"opportunity":386},"评估12年级有机农业学生的知识与实践水平及其相关性。","对35名学生进行问卷调查，用描述统计和Spearman相关分析。","知识与实践呈中度正相关（ρ=.641），病虫害管理相对薄弱。","可开发数字化学习工具强化有机病虫害管理，并追踪知识向实践转化的长期效果。","农业人工智能与决策模型","2026-10-11T23:30:58.324864Z",{"id":390,"title":391,"url":392,"summary":393,"summary_zh":394,"content":8,"source_name":287,"source_url":392,"published_at":395,"category":11,"cover_url":8,"hotness":12,"is_selected":13,"score":396,"score_detail":397,"sources":400,"tags":402,"primary_topic":403,"secondary_topics":407,"classification":412,"search_phrases":437,"slug":439,"view_count":60,"doi":440,"paper":441,"created_at":451},4491,"INTEGRATING \"SMART AGRICULTURE\" TECHNOLOGIES INTO THE EDUCATIONAL PROCESS IN AGRICULTURAL EDUCATION","https:\u002F\u002Fdoi.org\u002F10.5281\u002Fzenodo.23242369","This thesis discusses the pedagogical potential of integrating “Smart Agriculture” technologies into the teaching of specialized subjects at higher agricultural education institutions. Internet of Things (IoT), sensors, digital monitoring, Geographic Information Systems (GIS), remote sensing, and artificial intelligence tools enable students to connect theoretical knowledge with real-world agrotechnological tasks. It is proposed that these technologies should be used in lessons not merely as demonstration tools, but as means of identifying problems, collecting and analyzing data, and making practical decisions.","本论文探讨了将“智慧农业”技术融入高等农业院校专业课程教学的教学潜力。物联网（IoT）、传感器、数字监测、地理信息系统（GIS）、遥感以及人工智能工具能够帮助学生将理论知识与现实农业技术任务相联系。本文提出，这些技术不应仅在课堂上作为演示工具使用，而应作为发现问题、收集与分析数据以及做出实际决策的手段。","2026-10-08T00:00:00Z",64,{"impact":95,"substance":398,"depth":146,"authority":95,"freshness":214,"relevant":60,"comment":399},16,"探讨将智慧农业技术融入高等农业教学的论文，属细分领域教育研究，有方法性内容但影响面有限。",[401],{"name":287,"url":392},[79,133,134,135,20],{"code":159,"slug":404,"name":405,"path":406,"parent_code":88},"agricultural-iot","物联网传感与边缘计算","\u002Ftopic\u002Fdigital-agriculture\u002Fagricultural-iot",[408],{"code":172,"slug":409,"name":410,"path":411,"parent_code":88},"gis","GIS与空间分析","\u002Ftopic\u002Fdigital-agriculture\u002Fgis",{"status":91,"locked":13,"version":24,"method":25,"evidence":413},{"candidates":414,"agricultural_evidence":28},[415,419,424,429,433],{"code":84,"score":146,"supported":28,"title":416,"abstract":417,"tags":418},[148],[79,148],[79],{"code":159,"score":12,"supported":28,"title":420,"abstract":421,"tags":423},[],[134,162,422],"IoT",[134],{"code":172,"score":214,"supported":28,"title":425,"abstract":426,"tags":428},[],[175,176,427],"geographic information",[],{"code":152,"score":153,"supported":28,"title":430,"abstract":431,"tags":432},[],[135,156],[135],{"code":179,"score":180,"supported":28,"title":434,"abstract":435,"tags":436},[],[183],[133],[438,187],"智慧农业 农业教育 课程","智慧农业农业教育课程-4491","10.5281\u002Fzenodo.23242369",{"doi":440,"openalex_id":442,"authors":443,"venue":287,"cited_by_count":14,"oa_url":392,"card":446,"direction":203,"ingested_from":56},"W7221022747",[444],{"name":445,"orcid":8},"Shamsiyeva Ogiloy",{"tldr":447,"method":448,"finding":449,"direction":54,"opportunity":450},"探讨将智慧农业技术融入高等农业教育，作为学生解决实际农艺问题的教学工具。","整合物联网、传感器、GIS、遥感与AI工具于专业课程教学。","技术不应仅作演示，而应成为发现问题、采集分析数据并决策的手段。","可研究智慧农业教学对学生数据决策能力的量化影响及课程设计模式。","2026-10-09T23:30:08.054996Z"]