Diagnosis of interdisciplinary relationships between Physical Education and Agricultural Production in Agronomy

Abstract

The training of agricultural engineers required effective integration among the curriculum's disciplines. However, a fragmentation between Physical Education and Agricultural Production was documented, limiting comprehensive training. The objective of this study was to diagnose the current state of interdisciplinary relationships between these two disciplines in the Agronomy program at the Hermanos Saíz Montes de Oca University of Pinar del Río. A mixed-methods approach, based on Advanced Educational Technology, was applied, parameterizing the single variable in the didactic, pedagogical, and extension dimensions. Six instruments were administered to a sample composed of students, faculty, and staff. The results identified significant problems in all three dimensions, highlighting faculty's lack of awareness of interdisciplinary connections and the absence of interdisciplinary organization in most classes. Conversely, a high level of student motivation toward knowledge integration was observed. It was concluded that there was a contradiction between the curricular mandate of integration and a fragmented educational practice, which empirically justified the design of a specific pedagogical strategy for this context.