Teachers could be the missing link in Australia's AgTech workforce pipeline

By Katelyn Dunn

Australia's future agricultural workforce may depend on teachers as much as technology, according to researchers from CQUniversity's Institute for Future Farming Systems.

Bringing together evidence from multiple research studies, the findings were recently published in Agriculture 4.0: Towards a New Agri-Food Ecosystem and highlight how targeted professional development can equip teachers with the knowledge and confidence needed to introduce students to the technology-driven careers shaping modern agriculture.  

Known as the fourth agricultural revolution, Agriculture 4.0 integrates digital technologies, automation and data analytics into farming and food production to improve productivity, efficiency and sustainability. Technologies such as artificial intelligence, robotics, drones, sensors and satellite imagery are transforming how food and fibre are produced, creating demand for a workforce with strong science, technology, engineering and mathematics (STEM) capabilities.  

Director for the Institute of Future Farming Systems Professor Amy Cosby said teachers play a critical role in helping students understand how those skills translate into future careers. 

"Students cannot aspire to careers they don't know exist," Amy said. 

"Modern agriculture offers opportunities far beyond traditional perceptions of the industry, but many students are unaware of the diversity of careers available. 

"Teachers are often one of the most influential people in a young person's career journey. When teachers understand how technology is being used across agriculture, they're better placed to help students connect classroom learning with real-world career opportunities." 

The publication draws on a range of CQUniversity-led initiatives designed to increase awareness of agricultural careers and agricultural technology among educators and students, including GPS Cows, RACE Gippsland, Women in Agri-tech and Next-Gen AgTeachers.  

Across these programs, teachers reported increased knowledge of agricultural careers, greater confidence incorporating AgTech concepts into their teaching and a stronger understanding of how technology is used across the agricultural sector.  

One study from the GPS Cows project involved 185 New South Wales technology teachers found educators with stronger connections to agriculture and formal agricultural qualifications were more likely to recognise career opportunities within the sector and encourage students to consider agricultural career pathways.  

The chapter also highlights the role of industry engagement and professional development in helping educators build their understanding of modern agriculture, particularly where teachers may not have formal agricultural training.  

"Workforce development starts long before students enter university or employment," Amy said. 

"For Australia to have a workforce capable of leading Agriculture 4.0, we need to ensure young people understand the opportunities available to them. 

"Supporting teachers to build their knowledge, confidence and industry awareness is one practical way to help more students see agriculture as an innovative, technology-driven sector with exciting career opportunities." 

The authors from the CQU Agri-tech Education and Extension team within the Insitute for Future Farming Systems conclude that while there is no one-size-fits-all approach to teacher professional development, improving educators' understanding of modern agriculture can help strengthen student awareness of agricultural careers and support the development of Australia's future AgTech workforce.