The development of sustainable and innovative solutions for food production are necessary to overcome shortages of arable land and water, degradation of ecosystems and the impacts of climate change. In British Columbia (Canada) the recent Provincial Food Security Task Force (2020) recommended implementing the UN SDGs across all agricultural policies, and prioritizing new investments in the right mix of skills, capital, technology and training to support the emerging agricultural (AgriTech) revolution. Meeting this opportunity necessitates rethinking our approach to education. Simon Fraser University (SFU) is in the process of developing and launching a new undergraduate degree in Agricultural Technology that is framed around the demands of the ‘fourth agricultural revolution’, and that harnesses the power of science, technology and big data to ensure that food production is more sustainable. Our plan is that this undergraduate program will embrace the best practices of PBL by building partnerships with primary producers, the food production industry, and other research and post-secondary educational organizations, to train the next generation of students to lead new innovations in the BC agricultural sector, and globally. We are interested in sharing our experience so far, and in learning from colleagues that are further along in the implementation of PBL pedagogies that have embraced the entire curriculum (not just individual courses), and that have integrated digital technologies across disciplines to support project-based learning. We are keen to learn about new hybrid PBL models, and to explore innovative PBL environments for engaging students in solving wicked real-world problems.

Problem-based learning as the foundation for a new undergraduate program in Agricultural Technology (AgriTech)

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)