Integrating Agricultural Science and Community Knowledge through Service-Learning to Enhance Food Security: A Participatory Lens
Glen Legodu 
& Benjamin Seleke
Issue: Vol.6 No. 1 January 2025 Special Issue Article 6 pp. 76 – 93
DOI : https://doi.org/10.38159/jelt.2025616 | Published online 4th April, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Food security is a growing concern on the African continent. Creative ways are required to maximise the quantity and quality of food production in society to meet the needs of the community and learners that form part of the increasing population. As an approach, service-learning can potentially merge academic learning with community engagement to address food security issues. However, when community wisdom is disregarded as equal to formal education, significant information may be omitted, hindering all stakeholders’ deep learning. This paper aimed to create a service-learning experience that allows learners and the community to learn agricultural science and practice sustainably to address food security. Data was generated in four cycles of a participatory action research design, using vegetable garden and livestock management strategies. The thematic analysis indicated that the process gave 10 participants a better understanding of managing vegetable gardens and livestock farming sustainably. The participants valued Western knowledge without neglecting the local wisdom perspectives shared throughout the process. This reciprocal learning boosted development on personal and professional levels. The study proposes that food security cannot be effectively addressed by favoring one dominant knowledge system. Instead, blending local wisdom and Western perspectives, when applied with care, could eradicate poverty and hunger and promote sustainable food production in Africa.
Keywords: Agricultural Science, Community, Food Security, Learners, Sustainable Agriculture
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Dr. Glen Legodu is a dedicated Lecturer and researcher with expertise in Agricultural Science and education at University of the Free State, Department of Mathematics Natural Sciences and Technology. He holds a PhD in Agriculture-Education and has extensive experience teaching Agriculture and Natural Sciences at the University of the Free State. His research focuses on curriculum alignment in Agriculture science education, sustainable food systems in schools, and the integration of Education for Sustainable Development (ESD).
Dr. Benjamin Seleke has pursued a commendable career in education and holds a Doctor of Philosophy in Education Degree from the North West University. Initially dedicating 15 years to shaping young minds as a teacher, he transitioned to higher education, bringing his rich experience and passion for teaching to the academic arena. In 2015, he was appointed as a lecturer at North West University, a position that allowed him to influence and inspire the next generation of scholars. His academic journey continued to evolve, and in 2021, he moved to the University of the Free State, further expanding his impact on the academic community. Currently, he serves as a lecturer at Walter Sisulu University, where his expertise and dedication to education continue to make a significant difference. He is doing research in the infusion of Indigenous Knowledge in Technology Education, Self Directed Learning and the 4IR.
Legodu, Glen, and Benjamin Seleke . “Integrating Agricultural Science and Community Knowledge through Service-Learning to Enhance Food Security: A Participatory Lens.” Journal of Education and Learning Technology 6, no.1 (2025): 76 – 93. https://doi.org/10.38159/jelt.2025616
© 2025 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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