Designing a Technology-Enhanced Curriculum for Vocational Agriculture in Adamawa State Secondary Schools

Technology integration in vocational agriculture education can bridge the gap between classroom knowledge and contemporary agricultural practice, and designing a technology-enhanced curriculum for this subject in Adamawa State addresses the need for relevant, practical agricultural education in North East Nigeria. This study designed a technology-enhanced curriculum for vocational agriculture in Senior Secondary Schools in Yola North, Girei, and Song LGAs of Adamawa State, North East Nigeria. A professional curriculum design methodology was employed, drawing on competency mapping of modern agricultural technologies (precision agriculture, digital soil testing, mobile agri-advisory applications) with 15 agricultural extension specialists, structured consultations with 12 agricultural science teachers and 8 technology education experts, and alignment review with the existing WAEC Agriculture syllabus. The technology-enhanced curriculum designed integrates mobile agriculture applications for soil diagnosis, video-based instructional content for extension techniques, GPS-aided farm mapping activities, and digital record-keeping using simple spreadsheet tools. Each unit includes offline-compatible activities for schools without internet access. Professional development requirements for agricultural science teachers are specified. Expert review by seven agricultural education and curriculum design specialists confirmed the curriculum's technical accuracy and pedagogical viability. The study recommends pilot implementation in 10 secondary schools across the three LGAs in partnership with the Adamawa State Agricultural Development Programme and evaluation after two complete agricultural seasons.

Keywords: technology-enhanced curriculum, vocational agriculture, secondary school, Adamawa State, agricultural education