Fostering Creativity and Academic Achievement Through Organisational Culture in Agricultural Education: A Critical Review of Approaches to Soil Management and Organic Farming

Abstract

This paper critically explores the role of organisational culture in fostering creativity and academic achievement within the context of agricultural education, with a specific focus on pedagogical approaches to soil management and organic farming. As the demand for sustainable agriculture intensifies, agricultural institutions must transcend traditional didactic models and cultivate cultures that promote innovation, experiential learning, and ecological consciousness. Organisational culture, defined as the shared values, beliefs, and practices within an educational setting (Schein, 2010), plays a pivotal role in shaping how students engage with complex agroecological challenges. Drawing on the frameworks of constructivist learning (Piaget, 1972) and creative problem-solving (Runco & Acar, 2012), this study reviews current educational methodologies that integrate practical, interdisciplinary, and student-centered strategies. Evidence suggests that institutions with collaborative, inclusive, and sustainability-oriented cultures are more successful in nurturing creative thinking and improving academic outcomes (Scott et al., 2004; Amabile, 1996). The paper further examines curriculum designs that embed organic farming and soil conservation practices, including composting, green manuring, and bio-fertilizer applications, as tools not only for skill development but also for critical reflection and eco-literacy. Case studies from agricultural universities in India and Europe are analysed to identify best practices and policy implications. The paper concludes that reforming organisational culture towards innovation and sustainability is essential for developing creative, knowledgeable graduates capable of addressing the challenges of food security and environmental degradation in the 21st century.