Exploring Constraints to Communication Skill Development: A Multidimensional Study in Higher Agricultural Education

In the context of higher agricultural education in India, communication competence plays a pivotal role in bridging the gap between scientific knowledge and its practical application in the field. This study presents a comprehensive and much-needed assessment of the multidimensional constraints hindering communication skill development among postgraduate students in higher agricultural education (HAE) in India. The research is highly important and was taken up due to a significant and acknowledged systemic problem: the persistent gap between the communication skills required by the agricultural profession and those possessed by graduates. Effective communication is no longer a soft skill but a core competency essential for HAE graduates, who are expected to engage with diverse stakeholders, disseminate complex scientific findings, and facilitate vital knowledge transfer for sustainable rural development. The ability to articulate scientific knowledge persuasively serves as the indispensable bridge between technical expertise and real-world application. Despite this crucial role, students face numerous and complex barriers, spanning pedagogical, socio-economic, and psychological dimensions, that impede skill development. Prior research has highlighted issues like communication apprehension and inadequate curriculum focus. However, a systematic, multidimensional inquiry was lacking to precisely identify and quantify these constraints. To address this gap, this exploratory and descriptive study was conducted in three prominent agricultural institutions in India. Utilizing the Delphi technique to finalize 24 indicators across five dimensions: ICT-related, curriculum-related, institutional, socio-economic, and personal constraints. Using the Garrett ranking technique to quantify their severity, the study aimed to generate actionable insights for educators and policymakers. Key findings revealed the emergence of new, globally relevant ICT-related challenges, including excessive use of artificial intelligence and screen time, alongside established barriers like the heavy workload, lack of systematic training, and limited socio-economic exposure. By systematically identifying and prioritizing these constraints, the study provides the necessary evidence to inform targeted interventions, curricular reforms, and pedagogical innovations aimed at strengthening the communication competence required by future agricultural professionals to address the multifaceted challenges of the modern food system.