Examining U.S. military veteran farmers’ learning needs relevant to agricultural education

Pamela Weiler; Courtney Meyers; Jason Headrick; Gilbert Odilla; Darren Hudson; Rudy Ritz

doi:10.37433/aad.v7i3.723

Authors

Pamela Weiler Central State University, Ohio, USA https://orcid.org/0009-0008-0079-6973
Courtney Meyers Texas Tech University, USA https://orcid.org/0000-0001-9099-3613
Jason Headrick Texas Tech University, USA https://orcid.org/0009-0005-1981-2513
Gilbert Odilla Chuka University, Kenya https://orcid.org/0009-0005-1518-2438
Darren Hudson Texas Tech University, USA
Rudy Ritz Texas Tech University, USA https://orcid.org/0000-0001-5086-1181

DOI:

https://doi.org/10.37433/aad.v7i3.723

Keywords:

veteran farmers, agricultural education, self directed learning, nonformal learning, workforce development, program development, distance learning, SDG 4: Quality Education

Abstract

Despite growing recognition of military veterans' involvement in agriculture, much of the existing literature emphasized the therapeutic and mental health benefits of farming, rather than veterans’ educational needs as agricultural producers. As the United States (U.S.) faces a critical labor shortage in agriculture, understanding the learning preferences and content needs of veteran farmers is essential to support their successful integration into the food production system. Addressing this gap can help educational institutions and policymakers develop targeted programs that equip veterans with the technical and business skills necessary to contribute meaningfully to agricultural productivity. This study, part of a larger research project, applied self-directed learning (SDL) theory to describe military veterans who engage in agricultural education through nonformal learning environments. Previous SDL research typically focused on formal higher education using qualitative methods; however, this study employed a quantitative approach to collect data. A survey instrument, adapted from academic and governmental sources, was distributed through nonprofit organizations supporting veteran farmers. Results revealed significant associations between age and preferred educational delivery methods, including formal and experiential learning formats, as well as technology modalities such as asynchronous learning, static videos, podcasts, chat threads, and open educational resources. This study provides recommendationsthat agricultural education program leaders can implement to reach this audience and meet their continued education needs.

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