Methodology

The selection of frameworks was based on their strategic alignment with EU education and training priorities, as well as their relevance to the skills needed in the agricultural sector:

Digital Competence Framework (DigComp): Provides a comprehensive model for assessing digital skills across various domains,
including problem-solving, communication, and content creation.

Entrepreneurship Competence Framework (EntreComp): Defines key entrepreneurial behaviours, attitudes, and skills needed for innovation, resilience, and value creation.

European Sustainability Competence Framework (GreenComp): Outlines the
competences required for sustainability learning and transformative action in
response to environmental and societal challenges.

These frameworks were selected due to their policy relevance, structured design, and transferability to vocational education and training (VET) in agriculture.

A total of 18 sub-competences—six from each framework—were selected for inclusion in the questionnaire. These were mapped across the following six modules of the training programme:

1. Agricultural Financial Management
2. Agricultural Software Support Tools
3. Agricultural Sustainability
4. Farm Entrepreneurship
5. Groups in Agricultural Extension
6. Robotics in Agriculture

The selection was guided by the following criteria:

• Direct relevance to module content, learning outcomes, and practical applications.
• Complementarity across frameworks to support integrated, cross-cutting skill development.
• Practical applicability to real-world agricultural tasks and learner contexts.

The methodology followed a five-step process:

1. Module Analysis
   Each module was reviewed to identify its thematic focus, expected learning outcomes, and practical activities.
2. Framework Review
   A thorough examination of the three frameworks was conducted to identify the most suitable sub-competences for each module.
3. Sub-competence Allocation
   Each module was matched with one sub-competence from each framework—resulting in a total of 18 unique pairings. This ensured a balanced and holistic competence profile across the training programme.
4. Item Development
   Reflective self-assessment items were developed for each selected sub-competence. These items were contextualised to the agricultural sector and phrased to allow learners to rate their perceived confidence or proficiency using a Likert-type scale (e.g., 1 = Not confident, 4 = Very confident).
5. Validation and Refinement
   The draft questionnaire was reviewed by subject-matter experts in agriculture, education, and digital competences. Feedback was used to refine the language, enhance clarity, and ensure alignment with both the competence frameworks and the programme content.

The resulting self-assessment questionnaire is designed to:

• Enable learners to reflect on their development across transversal competences.
• Help identify individual strengths and learning needs in digital, entrepreneurial, and sustainability areas.
• Support the creation of personalised learning pathways and inform targeted training interventions.
• Serve as a baseline and post-training tool for programme evaluation and impact measurement.

This methodology ensured that the resulting questionnaire is:

• Pedagogically aligned with the structure and objectives of the training programme.
• Framework-based, drawing directly from established European competence frameworks.
• Contextualised to reflect the real-world demands of the agricultural sector.
• Action-oriented, designed to support learner growth, programme improvement, and policy alignment.