Rethinking Rural Extension: Towards More Flexible Agricultural Innovation Systems from a Sociotechnical Perspective

Although agricultural extension methodologies have been widely studied, limited attention has been paid to the mismatch between field technicians’ methodological preferences and institutional constraints from a socio-technical systems perspective. This study analyzes rural extension methodologies in Latin America during 2022–2025, focusing on interactions among local and scientific knowledge, social actors, and territorial innovations. A qualitative, descriptive-documentary approach was adopted, incorporating comparative content analysis of 20 selected scientific publications and international reports on rural innovation systems. Evidence was extracted using structured multidimensional analytical matrices covering pedagogical, operational, and structural dimensions, then examined through comparative thematic analysis and theoretical triangulation. The reviewed evidence indicated a reported preference of 34.6% for individual extension methods, including farm visits, associated with their capacity to build mutual trust and support situated learning. It also identified a reported institutional mismatch of 28.4%, linked to rigid, top-down administrative regulations that constrain methodological choices. These findings challenge the assumption that individual extension is inherently hierarchical and highlight its pedagogical potential within agricultural innovation systems. The study contributes to agricultural innovation systems theory and the literature on socio-technical transitions by emphasizing the relationship between extension practices and institutional conditions. It concludes that methodological flexibility and socio-pedagogical competencies are important for extension agents and supports the design of adaptable, context-sensitive public advisory policies that accommodate diverse extension approaches.