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Adoption of on‐farm conservation strategies, such as edge‐of‐field practices, has the potential to reduce nutrient runoff, promote greater biodiversity, and improve water quality. To date, adoption rates among farmers are extremely low. Communication with farmers has been identified as a vital strategy to encourage the voluntary adoption of these practices and policies that promote on‐farm conservation. Yet little is known about which information sources shape farmers' concerns about conservation practices, perceptions of the risks and benefits of conservation practices, and ultimately, adoption behaviors. Using the Social Amplification of Risk Framework, the Risk Information Seeking and Processing Model, and a cross‐sectional survey, we examined farmers' concerns about nitrate loss and water quality, perceptions of the risks and benefits of conservation practices, attention to messages and information sources, and communication behaviors. We received N = 474 completed surveys. Attention to agricultural associations was associated with decreased concern about nitrates and diminished perceptions of the benefits of edge‐of‐field practices. Farmers paying greater attention to non‐agricultural and social media sources were more likely to share and seek information. Attention to interpersonal sources was associated with greater adoption behaviors. This work highlights the importance of farmers' social networks, exposure to multiple information sources, and the need to identify new strategies for engagement and direct communication with hard‐to‐reach audiences. We conclude with a discussion of the implications of this work for conservation communication and land management practices to promote environmental health. [ABSTRACT FROM AUTHOR]

Education is a fundamental human right and a crucial tool for sustainable human capacity development, which can advance the economic growth of a country. Yet for many children in sub-Saharan Africa (SSA), quality education remains out of reach. This study aimed to identify the barriers and challenges to enacting Sustainable Development Goal 4: "Ensuring Inclusive, Equitable, and Quality Education and the Promotion of Lifelong Learning Opportunities for All". Through a content analysis of the relevant literature, we identified three themes: funding constraints, access and inclusion, and teacher education. Regarding funding, issues of resource allocation, technical capacity, and accountability were identified as primary factors requiring intervention strategies to become fully realized in SSA. When exploring access and inclusion, we found that incorporating students with disabilities, gender disparities, physical barriers, and inadequate curriculum are essential factors limiting quality education in SSA. Finally, teachers' conditions and training emerged as crucial challenges to reach quality pedagogy. Some SSA countries have improved their efforts for quality education, but these barriers and challenges continue to impact education for all children. A new perspective on mitigating these impediments can address several factors responsible for the exclusion of diverse groups from accessing quality education in the SSA region. [ABSTRACT FROM AUTHOR]