Identifying knowledge barriers to agroforestry adoption and co‐designing solutions to them

Hood, A. S.C. ORCID: https://orcid.org/0000-0003-3803-0603, Scherfranz, V., Scholes, R. E., Degani, E., Staton, T. ORCID: https://orcid.org/0000-0003-0597-0121, Varah, A., Schaller, L. and Mauchline, A. L. ORCID: https://orcid.org/0000-0003-1168-8552 (2025) Identifying knowledge barriers to agroforestry adoption and co‐designing solutions to them. People and Nature. ISSN 2575-8314 doi: 10.1002/pan3.70219 (In Press)

Abstract/Summary

Compared to monocultures, agroforestry can promote biodiversity, ecosystem functioning and climate resilience, whilst maintaining or enhancing production and profits. Despite this, uptake in temperate regions remains low. Knowledge gaps amongst land managers are a primary barrier to uptake, but little is known about which aspects of agroforestry management are hindering uptake specifically, or how to address them. We use a mixed-method approach to identify knowledge barriers to agroforestry adoption in the UK and co-design solutions to them. To identify barriers, we interviewed 27 farmers in 2023–2024. We used a perception matrix to quantitatively assess their perceptions of 12 agroforestry knowledge elements (e.g. tree species, inputs, markets) against eight perceptions (e.g. information is important, available or trustworthy). To identify solutions, we used the interview results to direct focus group discussions at a multi-actor workshop with 48 participants, including farmers, policymakers, NGOs and other stakeholders. We then conducted a framework analysis to identify shared solutions and create an evidence-based educational agenda. We found that the perceived knowledge gaps were greater for the business elements (e.g. financial or legal impacts) than the ecological elements (e.g. understory management) and that the relative importance of the learning barriers differed between elements. Averaging across elements, the largest barriers were time constraints and a shortage of trusted information. The proposed solutions to the knowledge gaps included (for example) designs for open-access online tools for independent learning, innovative mechanisms to fund farmer-to-farmer mentoring, agroforestry accreditation to enhance trust in advice and policy reforms to education. Creating living labs or demonstration farms could provide multiple benefits in parallel. We consolidated the solutions into a 10-step educational agenda. This evidence-based agenda for agroforestry education reflects the views of UK stakeholders across the agricultural supply chain. It is directly relevant to policymakers, agricultural advisors and educators, and researchers and their funders. Many of the solutions are straightforward to implement and could promote agroforestry uptake quickly, whereas others are systemic and require multi-organisational collaboration. Equipping farmers with the knowledge needed to adopt agroforestry and manage it effectively will help us to build a more climate-resilient and sustainable future.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/127590
Identification Number/DOI	10.1002/pan3.70219
Refereed	Yes
Divisions	Life Sciences > School of Agriculture, Policy and Development > Department of Sustainable Land Management > Centre for Agri-environmental Research (CAER)
Publisher	Wiley
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