Explore UCD

UCD Home >

RDEV40770

Academic Year 2026/2027

Behaviour Change in Agriculture (RDEV40770)

Subject:
Rural Development
College:
Health & Agricultural Sciences
School:
Agriculture & Food Science
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Sinéad Flannery
Trimester:
Spring
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

The purpose of this postgraduate module is to facilitate learners in developing their knowledge and expertise in relation to supporting and promoting positive behavioural change at farm level. The module will explore intervention design which is grounded in behavioural change theories and models. It will introduce learners to new ideas and concepts which supports greater understanding of behaviour change and promotion of positive behaviour change within agriculture. The module is suitable for students interested in understanding the role of behaviour change in supporting and promoting positive cultural and behavioural change at farm level. It is particularly relevant to those interested in careers within agricultural extension and knowledge exchange. Over the course of this module learners will experience design thinking processes, working in multidisciplinary teams to design an intervention which supports positive cultural and behavioural change at farm level.

Overarching content includes behaviour change theories and models and intervention design.

About this Module

Learning Outcomes:

On completion of this module students should be able to:
• Demonstrate an advanced and integrated understanding of behaviour change theories and models in the design of an intervention which supports positive cultural and behavioural change at farm level
• Demonstrate an ability to identify potential targets for behaviour change
• Demonstrate an advanced and integrated understanding on how to develop strategies for behaviour change
• Examine a specific behavioural problem in terms of what needs to change
• Develop a range of intra- and inter- personal skills including teamwork, collaboration, communication, and presentation skills

Indicative Module Content:

Behaviour Change Theories and Models
Intervention Design
Identifying Targets for Behaviour Change
Understanding Motivation
Longer-Term Evaluation of Intervention Designs

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Proficient

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Not addressed

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1
 

Student Effort Hours:
Student Effort Type Hours
Lectures

12
Tutorial

12
Specified Learning Activities

100
Autonomous Student Learning

80
Total

204

Approaches to Teaching and Learning:
PBL (Problem Based Learning) as a total approach to the curriculum design will be applied. Subsequently, students will be presented with the problem at the start of the learning process and will continue to work on this problem in the same small groups (approx. 4 per group) throughout the trimester. Students will be supported and scaffolded in working on the problem through a series of synchronous and asynchronous learning. Asynchronous (online) learning will be used to provide students with the flexibility to complete e-lecture material in their own time. This will allow students to take the time to carefully consider and analyse content and reading material in advance of the synchronous (in-person) workshops held on alternating weeks. This supports the flipped classroom approach to teaching and learning. Synchronous, in-person workshops will be held on alternating weeks where students will be supported while working on their problem. Specific tasks/activities will be assigned at each workshop to provide clarity and direction for students within the workshop. Therefore, a combination of the following will form the teaching and learning activities for this module:
• Problem Based Learning
• Online, pre-recorded e-lectures (asynchronous material)
• Synchronous workshops (in-person)
• Autonomous learning
• Learning through assessment
• Group work
• Reflective learning

AI Use Permitted for Limited Support: Students may use AI tools for limited support in this module (e.g. idea generation, practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Any use of AI must be cited appropriately.

For assessment, you may use AI for planning, idea development, and research. Your engagement with AI stops when you begin to create your submission. Your final submission should therefore be authored entirely by yourself and should show how you have developed and refined these ideas. You should keep a comprehensive record of all outputs generated by AI, and may be required to document these as part of the activities, or present them on demand.

Requirements, Exclusions and Recommendations
Learning Recommendations:

General knowledge of agriculture and related areas


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Group Work Assignment: Intervention Design Proposal Plan: Students will work on this throughout the trimester through PBL. Week 11 Standard conversion grade scale 40% No
60
 No
Group Work Assignment: Intervention Design Pitch: Students will pitch their Intervention Design Proposal to a panel of experts at the end of the PBL process. Week 12 Standard conversion grade scale 40% No
40
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Students will receive formative feedback bi-weekly at synchronous workshops and summative feedback following submission of their Intervention Design Proposal Plan and Intervention Design Pitch.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 23, 24, 25, 26, 29, 30, 31, 32, 33 Fri 10:00 - 11:50
Spring Lecture Offering 1 Week(s) - 22 Fri 10:00 - 11:50
Print this page
Fill in the following details:
Enter the body of your query here.

From time to time UCD would like to send you further information that we feel, based on your enquiry, would be of interest to you.