Training in Agricultural Risk Prevention and Management for Teachers at Luis Landa Agricultural School, Nacaome, Valle: An Interinstitutional Experience

Abstract

The International Labour Organization (ILO) indicates that agriculture is one of the most hazardous occupational sectors worldwide. Mid-level agricultural education centers play a critical role in training professionals responsible for guiding and raising awareness among workers exposed to the multiple hazards inherent to agricultural environments. Given the rise of emerging risks—intensified by climate change and dynamic sociocultural phenomena—there is an urgent need to implement updated training programs in agricultural risk management, particularly focused on teachers working within the National Network of Agricultural Schools of Honduras. Objective: To design and implement a training program on the management of chemical, physical, and disergonomic risks for teachers at an agricultural school in southern Honduras. Materials and methods: An educational intervention was conducted at the “Luis Landa” Agricultural School, located in Nacaome, Valle, targeting 20 technical area teachers. A diagnostic instrument developed by the team of subject matter experts, was applied followed by the implementation of a training program focused on agricultural risk management. The evaluation of the intervention was carried out using a participatory approach, through the “solution tree” technique and thematic content analysis. Results: The initial diagnostic phase validated the evaluation instrument (Cronbach’s Alpha = 0.952), revealing significant knowledge gaps among teachers, particularly regarding international systems for chemical product management and the handling of physical and disergonomic risks. The training program—tailored to the participants’ needs—included lectures, infographics, and demonstrative videos contextualized to the agricultural setting. The intervention evaluation enabled the identification of key occupational health and safety concepts. Conclusion: The findings indicate that the intervention promoted effective content appropriation, critical analysis, and the generation of practical responses to real-world challenges in agricultural work settings. This experience highlights the value of interinstitutional collaboration and participatory pedagogy in building a preventive culture within the agricultural sector.