Many agricultural universities in Africa still operate with outdated curricula and research structures developed decades ago, offering a limited focus on digital tools and innovation, even as the world tilts toward digital, climate-smart, and tech-driven farming.

The Agricultural University of Iceland (AUI) provides an example of what’s possible through sustainability, research, and technology, as exemplified by the model it has built for modern agricultural education. This article explores how African universities can adopt similar strategies for innovation to strengthen food systems and empower the next generation of agripreneurs.

The Role of Agricultural Universities in Shaping Modern Farming

Agricultural universities are higher education institutions that teach, research, and extend knowledge related to agriculture and its allied fields. They offer specialised academic programs in areas such as crop production, animal science, soil science, horticulture, agricultural engineering, agribusiness, and rural development. Their work encompasses both theoretical education and practical training, often complemented by research and innovation to address real-world agricultural challenges.

Agricultural universities engage with farming communities and government agencies to facilitate technology transfer and apply research findings to improve food security and farming productivity. They focus on education, research, and extension services, making them vital institutions for agricultural and rural development.

The Agricultural University of Iceland

The Agricultural University of Iceland is an educational and research institution specialising in agriculture and environmental sciences. The Agricultural University of Iceland (AUI) plays a pivotal role in addressing societal issues related to agriculture, the use of natural resources, the environment, and climate change, as well as broader social and economic concerns, all with a focus on sustainable development. AUI is a public institution with campuses primarily located in Hvanneyri (rural) and research facilities elsewhere (e.g., Keldnaholt, Reykir), focusing on agriculture, the environment, natural resources, sustainability, planning, and design.

Some features of AUI:

• AUI has undergraduate and graduate programmes in agricultural sciences, environmental & forest sciences, planning and design, and restoration ecology, among other fields. The BSc in Agricultural Science is a 3-year programme (180 ECTS) that covers natural sciences, livestock, soil, biology, animal welfare, resource use, and more, including a research project.
• It offers an MSc (research-based) in Agricultural Science, featuring a large independent research project and courses in ethics, scientific writing, and other related subjects, all designed to support students’ research topics.
• The university promotes the sustainable use of natural resources, planning, restoration, and environmental impact.
• There is collaboration with the government, industry, and other universities. The university has a joint master’s programme between AUI and the University of Iceland (with support from the Ministry of Education, Science & Innovation) on Sustainable Agriculture and Regional Development programme, which integrates environmental science, policy, innovation, and governance tools, to serve both public & private sectors. 

The university also promotes advanced research infrastructure, including labs for genetic technology and chemical analysis.

Lessons from the Agricultural University of Iceland’s Education Model

African universities can draw these lessons from the structure of AUI:

1. Integration of interdisciplinary subjects: The university integrates not only agriculture, but also environment, planning, natural resource management, and climate adaptation. This means that students are trained to think beyond single crops or livestock to systems that include policy, sustainability, and resource constraints.
2. Research-based graduate training: AUI’s independent research projects, ethical training, scientific writing, and supervision foster innovation, critical thinking, and the capacity to develop new agricultural technologies (e.g. in soil health, breeding, or greenhouse innovations).
3. Learning with modern infrastructure: The university utilises facilities for practical work in labs, greenhouses, and research farms. The undergraduate curriculum includes tools, machines, animal housing, and environmental monitoring, among other components.
4. Collaboration with government and other industries: They ensure research and education match societal needs, there is an availability of funding, policy alignment, and applied research addressing local agricultural challenges.

Dr Aggrey Ambali, Chairperson of the African Agricultural Technology Foundation (AATF), speaks on the role of universities in Africa’s AgTech evolution and explains that “Universities must proactively develop curricula that bridge technology with the practical needs of farmers and leverage interdisciplinary research to create scalable solutions”. 

The Agriculture University of Iceland demonstrates that modern AgTech education is about integrating science, sustainability, research, and strong stakeholder participation from government and industry. Their model produces graduates who are both technically capable and aware of environmental and societal dimensions.

African universities can adapt these lessons to develop relevant curricula, foster interdisciplinary research, enable entrepreneurship, and influence policy integration, thereby becoming catalysts for AgTech-driven transformation across the continent. Strong institutional and government collaboration, alongside industry engagement, will be essential to realise this vision.