• Professional development trajectories in agricultural education foreground induction, early‑career challenges, and inservice needs as central to teacher effectiveness and retention [4], [2], [9], [14].

• Learning and teaching styles of preservice agricultural educators shape interaction with content and student outcomes, supported by studies on learning style, teaching style, and personality patterns [3], [5], [6].

• Pedagogical approaches in agriscience influence achievement and attitudes, comparing problem‑solving versus subject‑matter methods and integration of biology content in secondary programs [7], [17].

• Education for sustainable agriculture emphasizes participatory learning, adaptive management, extension roles, and policy context to facilitate adoption of sustainable practices [19], [20], [10].

• Enrollment and attitudes toward agriculture reveal barriers and demographic differences affecting introductory agriscience uptake and off‑campus and campus program access [12], [8].