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Climate change is the primary environmental threat to subsistence farmers’ productivity in Peru. Adaptation is promoted as the best mechanism to cope with climate change in subsistence agricultural livelihoods. However, climatic adaptability depends on the resources the farmer has access to or can use, which are not always adequate to respond effectively to the speed and aggressiveness of climate change. This study explored the local factors and dynamics (assets) influencing the climate adaptability processes of subsistence farmers in Huayhuay, Peru. Twenty subsistence farmers participated in semi-structured interviews within a basic qualitative design. The results brought to light 18 local factors and dynamics that influence the coping mechanisms of climate adaptability. These findings support other investigations that demonstrate the difficulty of climate change adaptation agricultural communities face. The difficulty of climate change adaptation has rooted the interrelationships of assets of different natures within the same adaptive process. Future research and interventions should encourage the active participation of farmers in local climate action and evaluate the efficiency and effectiveness of farmers' adaptability mechanisms, considering the role of each local-scale factor and dynamic.

Internationalization of higher education’s agricultural disciplines is essential to account for agrifood system trends toward globalization and multiculturalism. Professional and academic associations can play a formative role preparing graduate students for their agricultural careers. Guided by socialization theory, this needs assessment explores graduate students’ perceived needs, expectations, and ideas to optimize engagement with associations focused on international agriculture. A convergent mixed methods design integrated and contrasted quantitative and qualitative data from an online survey—filled by 26 student participants—and qualitative data from a virtual fishbone focus group with seven participants. Students’ perceptions appear responsive to trends toward globalized food systems and demonstrate their desire for socialization to gain internationally focused capacities and connections to opportunities in a variety of global agricultural areas. Findings indicate associations geared toward internationally oriented scholarship and academics should expand to better encompass international development practice. Doing so would provide greater insight into practitioners’ priorities and facilitate alternative career pathways for graduate students interested in practice. Additionally, findings point to needs for student mentoring and communication efforts focused on equitable and inclusive engagement with first generation students and students in developing countries who may be financially inhibited from traveling for in-person socialization activities.

The dynamics facing rural development and school policy in New Mexico has limited merging and redistricting efforts in small schools in isolated rural communities. This has created a situation where small schools exist in several rural communities in the state. These programs often include school-based agricultural education as a program offering. The dynamics of the schools can impact how the total program approach commonly used in agricultural education can be implemented. The purpose of the study was to explore how agriculture teachers in small schools in New Mexico developed their own institutional polices and worked with the policies established by the school to involve students in the total program. A qualitative case study with six teachers was conducted. The themes emphasized the nuanced nature of the programs as well as the importance of relationships with students, parents, community members, and school staff to implement these programs. The teachers faced challenges related to balancing student time and working with athletics for scheduling. Successful programs cater to the context of the school and community by getting to know the students they serve. Advice and best practices provided by the teachers were discussed. Recommendations were provided related to establishing and maintaining relationships.