Reviving Indigenous Agricultural Practices Through Curriculum Innovations in Rural Schools: A Case Study of Punjab

Year : 2026 | Volume : 15 | Issue : 02 | Page : 1 9
    By

    Stephen Monday,

  • Atul Khajuria,

  • Daniel Mairafi Gimbason,

  • Eric Kwasi Elliason,

  • Christian Gendemeh,

  1. PhD Research Scholar, Desh Bhagat University, Mandi Gobindgarh, Punjab, India
  2. Director, Allied Health Sciences, Desh Bhagat University, Mandi Gobindgarh, Punjab, India
  3. Professor, Head of Department Community Health Nassarawa State University, , Nigeria
  4. PhD Research Scholar, Desh Bhagat University, Mandi Gobindgarh, Punjab, India
  5. PhD. Scholar in Physical Education, Desh Bhagat university, Mandi Gobindgarh, Amloh,, Punjab, India

Abstract

The traditional indigenous agricultural practices in Punjab are inter-generational in nature but are eroding due to modern industrial farming and lack of education integration. There is scope to preserve agriculture by merging this traditional knowledge with school education systems. A descriptive cross-sectional study was performed with a structured questionnaire distributed among 865 respondents in different rural districts of Punjab. The study population consisted of students, teachers, school administrators, parents, and farmers. A broad range of data was collected pertaining to awareness and attitudes towards current curriculum content, preferred teaching styles, perceived challenges, and suggestions with regard to the prevailing curriculum. Among the 865 respondents, 72% had some awareness of at least one indigenous practice of agriculture. The most common methods were composting, crop rotation, and use of native seeds. There was overwhelming support (89%) towards the addition of indigenous practices into the curriculum. Most respondents preferred hands-on learning like field trips (76%), school gardens (65%), and farm-based guest lectures (61%). Key obstacles identified included lack of adequate trained personnel (58%), insufficient time allotted in the curriculum (43%), and lack of educational materials (39%). The majority (81%) of respondents recommended teacher training and community involvement as vital supports. The community broadly supports changes in curriculum that focus on indigenous agricultural practices in rural Punjab.Integrating stakeholders with a redesign of the curriculum and developing novel experiential learning activities productive of silos will go a long way in restoring conventional practices and achieving sustainable rural development.

Keywords: Agricultural practices, curriculum innovation, indigenous knowledge, Punjab, rural education, sustainable farming, traditional ecology

[This article belongs to Research & Reviews : Journal of Agricultural Science and Technology ]

How to cite this article:
Stephen Monday, Atul Khajuria, Daniel Mairafi Gimbason, Eric Kwasi Elliason, Christian Gendemeh. Reviving Indigenous Agricultural Practices Through Curriculum Innovations in Rural Schools: A Case Study of Punjab. Research & Reviews : Journal of Agricultural Science and Technology. 2026; 15(02):1-9.
How to cite this URL:
Stephen Monday, Atul Khajuria, Daniel Mairafi Gimbason, Eric Kwasi Elliason, Christian Gendemeh. Reviving Indigenous Agricultural Practices Through Curriculum Innovations in Rural Schools: A Case Study of Punjab. Research & Reviews : Journal of Agricultural Science and Technology. 2026; 15(02):1-9. Available from: https://journals.stmjournals.com/rrjoast/article=2026/view=247680


References

  1. Singh RP, Prasad PVV, Reddy KR. Impacts of changing climate and climate variability on seed production and seed industry. Adv Agron. 2013;118:49‑110.
  2. Gujral H. Traditional farming systems of Punjab. Chandigarh: Punjab University Press; 2018.
  3. Education for Sustainable Development Goals: learning objectives. Paris: UNESCO; 2017. https://doi.org/10.54675/CGBA9153
  4. Sharma K, Kaur M. Reviving traditional agricultural knowledge in India. Indian Journal of Rural Education.2020;6:23‑31
  5. Rout GK. Community participation in education: A changing pattern of educational administration in India. International Journal of Research Studies in Education. 2013 Jul;2(3):85-98.
  6. Wells NM, Myers BM, Todd LE, Barale K, Gaolach B, Ferenz G, Aitken M, Henderson CR, Tse C, Pattison KO, Taylor C. The effects of school gardens on children’s science knowledge: a randomized controlled trial of low-income elementary schools. International Journal of Science Education. 2015 Nov 22;37(17):2858-78.
  7. Nanthambwe P. Integrating African Indigenous Knowledge Systems (AIKSs) into public theology: towards contextualized theological engagement in Southern Africa. Religions. 2025;16(7):869. https://doi.org/10.3390/rel16070869
  8. Klerkx L, Landini F, Santoyo-Cortés H. Agricultural extension in Latin America: current dynamics of pluralistic advisory systems in heterogeneous contexts. J Agric Educ Ext. 2016;22(5):389‑97. doi:10.1080/1389224X.2016.1227044.
  9. Patel J, Ehrenzeller C. Nature as a peace educator: toward inner peace through learning and being in natural environments. J Environ Educ. 2023;54(5):294‑305. doi:10.1080/00958964.2023.2261389.
  10. Pathak, H., Joshi, P.K., Lakra, W.S., Singh, A.K., Baranwal, V.K. andJain, R.K. (2025). Indian Agriculture by 2047: A Roadmap for Research, Education and Extension. National Academy of Agricultural Sciences, New Delhi, p xxiv+371.
  11. Das TK, Pramanik Maity P, Nath CP, Ghosh S, Mandal N, Sharma T. Agricultural sustainability and ecosystem services: conservation agriculture. Indian J Agric Sci. 2019;89(10):1572‑1579.
  12. Phukon G. Indigenous wisdom and sustainability: through the lens of Assamese culture. Int J Multidiscip Res. 2025;7(3); https://doi.org/10.36948/ijfmr.2025.v07i03.46536
Regular Issue Subscription Original Research
Volume 15
Issue 02
Received 05/11/2025
Accepted 03/02/2026
Published 26/06/2026
Publication Time 233 Days
1

Login


My IP

PlumX Metrics