Identification of learning styles in agricultural producers of the productive sectors in the department of Caquetá

The agricultural sector in the department of Caquetá is crucial for the regional economy and food security. Understanding the learning styles of agricultural producers is fundamental for designing effective pedagogical strategies. According to Honey and Mumford (1968), learning styles refer to individual preferences in the acquisition and processing of information. Identifying them makes it possible to adapt teaching methods to maximize their effectiveness. Previous research, such as that of Smith (2012), highlights that knowing the learning styles of producers can avoid barriers in the educational process, improving the acquisition of technical knowledge. Brown (2015) suggests that educational strategies appropriate to these styles can foster the transfer of knowledge to daily practices, improving livestock productivity and sustainability. This study explores learning styles in the agricultural sector of Caquetá, with the objective of designing training strategies adapted to the needs of producers. The findings could strengthen agricultural production and foster more sustainable development. Recent data indicate that crop and livestock production occupies vast tracts of land in countries around the world. In Caquetá, the production of sugarcane, cacao, bananas, and cattle is significant. However, these sectors face challenges such as access to financing, climate change, obsolete production techniques, and competition in international markets. The study was conducted in the municipalities of Albania, San José del Fragua, Belén de los Andaquíes, Doncello and San Vicente del Caguán. The methodology includes surveys and interviews to identify learning styles of approximately 600 producers. The research seeks to provide specific recommendations to improve pedagogical practices in the agricultural sector of Caquetá, considering the diversity of learning styles. Understanding and adapting to these styles not only promotes the effectiveness of educational programs, but also strengthens the resilience and sustainability of agricultural practices in the region, contributing to sustainable agricultural development.