EVALUATION APPROACHES AND RESEARCH TRENDS IN OPEN AND DISTANCE AGRICULTURAL EDUCATION: A PRISMA-BASED SYSTEMATIC AND BIBLIOMETRIC REVIEW

Abstract

This study provides a comprehensive synthesis of research regarding the evaluation of open and distance learning (ODL) in agricultural education through systematic literature review and bibliometric analysis. The results show an upward trend in annual scientific production, with a rise after 2020, reflecting the rapid expansion of digital learning during the COVID-19 period. Bibliometric data shows that India leads in total citations, followed by Australia and the United States while Mauritius, Singapore and Brazil have high average citation impact, showing important contributions despite the lower output. Major publication sources include interdisciplinary journals such as Sustainability (Switzerland), HortTechnology and IEEE Access indicating the convergence of agriculture, education and technology. The analysis of country collaboration shows that the US, India, China and Australia are the main players in a semi-centralized network with limited participation from developing regions. Keyword co-occurrence and thematic mapping show important themes like e-learning, capacity building, agricultural extension and digital learning systems, as well as new areas like artificial intelligence and evaluation linked to sustainability. Methodologically, survey-based designs predominate; however, there is a gradual transition towards experimental, mixed-method and econometric approaches underpinned by theory-driven models. Evaluation indicators mainly focus on learning outcomes, behavioural adoption, institutional support and satisfaction while engagement, skill development and course design remain underrepresented. Key evaluation outcomes indicate that ODL improves accessibility, flexibility and knowledge acquisition for farmers and learners; however, the future research should focus on performance-based tools such as rubrics, simulations, field assessment protocols, competency based, multi-tiered and impact-focused evaluation frameworks in agricultural education.