Document Type : Research Paper
Authors
1 Department of Agricultural Extension and Education, College of Agriculture & Natural Resources, Razi University, Kermanshah, Iran
2 PostDoc of Agricultural Education and Lecturer at Razi University, Kermanshah, Iran.
Abstract
Keywords
Extended Abstract
Objective
The agricultural sector serves as the backbone of most global economies, significantly contributing to both food security and gross domestic product. However, it is also one of the largest consumers of water, accounting for 70% of the world's freshwater resources and irrigating just 25% of arable land, thereby playing a direct role in the ongoing water crisis. In response to this situation, the United Nations, in its Global Water Development Report, called on the international community to take immediate action to prevent further deterioration of water resources. Additionally, at the 2023 Water Conference, the UN highlighted irresponsible human behavior as the primary driver of the current crisis and outlined strategies to achieve a water-secure world. The primary focus of these strategies, both directly and indirectly, is community participation and responsible behaviors in sustainable water management. Social responsibility behaviors are deeply influenced by farmers’ communication and educational networks. However, research on the impact of such networks on responsible behaviors is scarce. Therefore, the aim of this study, which was conducted using ordered logistic regression in Stata software, was to examine the role of farmers’ communication-educational networks in shaping their social responsibility across different dimensions in relation to sustainable use of water.
Methods
Given that this study offers a comprehensive and detailed perspective on farmers’ responsible behavior in sustainable use of water, it holds practical significance. It can serve as a valuable tool for agricultural planners and extension agents in promoting sustainable agriculture. The data were collected through fieldwork during the period from 2021 to 2022, and from the perspective of variable control, the study falls within the category of non-experimental research. The statistical population consisted of farmers on the Bilevar Plain in Kermanshah province, with a total population of 3,500 individuals. The sample size was estimated using Cochran’s formula, considering the variance of the variable "farmers’ social responsibility in sustainable water consumption," resulting in an estimated sample of 251 individuals.
An ordered logistic regression was used to estimate the effects of independent variables on ordinal dependent variables. In the ordered logistic model, a baseline score and a set of "cut-off points" are calculated to determine the linear function of the independent variables. In this function, the probability of observing outcome i is equal to the probability that the sum of the estimated linear function and the resulting random error falls within the range of the cut-off points. It is important to note that prior to conducting the ordered logistic regression, the absence of multicollinearity among the variables was confirmed using the variance inflation factor (VIF) and tolerance statistics.
Results
The results indicate that extension education has a significant negative effect on increasing the economic responsibility of farmers (β = -0.362; P-value = 0.030). The odds ratio of 0.695 further confirms this, showing that with each one-unit increase in extension education, while keeping other influencing variables constant, the likelihood of farmers being classified into higher levels of economic responsibility decreases by 35.5%. In contrast, open education using audiovisual and digital media has a significant positive effect on enhancing the economic responsibility of farmers toward sustainable use of water (β = 0.752; P-value = 0.000). With each one-unit increase in this type of education, the odds of farmers being classified into higher levels of economic responsibility increase by 112.1%. The effect of peer communication-educational networks on improving economic responsibility was found to be non-significant, with an odds ratio of 0.88 (β = -0.122; P-value = 0.416). It is noteworthy that the model’s goodness-of-fit indicators demonstrate statistical significance, and the reported variance explained reflects the relative explanation of the variance in economic responsibility by the independent variables (Prob > Chi2 = 0.004, Pseudo R2 = 0.0285).
Discussion
Based on the findings of this study, it was determined that the impact of various educational media on the social responsibility dimensions of farmers varies, with the design, implementation and content of these media playing a critical role in their outcomes. Open education was identified as the most effective tool for enhancing economic, ethical, and humanitarian responsibility, while extension education showed limited impact and, in some cases, had a negative effect. Therefore, to improve the effectiveness of extension education, policymakers should prioritize accurate needs assessments, strategic planning, and participatory approaches. Additionally, providing specialized training for extension workers, utilizing modern educational technologies such as digital networks and virtual social groups, and implementing continuous monitoring and evaluation systems are measures that could enhance the effectiveness of these programs.
All authors contributed equally to the conceptualization of the article and writing of the original and subsequent drafts.
If the study did not report any data, you might add “Not applicable” here.
The authors would like to thank all participants of the present study.
The authors avoided data fabrication, falsification, plagiarism, and misconduct.
The author declares no conflict of interest.
The author declares no conflict of interest.
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