Journal of Agricultural Science; Vol. 12, No. 8; 2020 ISSN 1916-9752 E-ISSN 1916-9760 Published by Canadian Center of Science and Education 265 Knowledge and Perception of Nanotechnology Among Students of Agricultural Faculties’ in Jordan Mohammad AlTarawneh 1 1 Department of Agricultural Economics and Extension, Faculty of Agriculture, Jerash University, Jerash, Jordan Correspondence: Mohammad AlTarawneh, Department of Agricultural Economics and Extension, Faculty of Agriculture, Jerash University, P.O. Box 311, Jerash, Post Code 26150, Jordan. E-mail: m.tarawneh@jpu.edu.jo Received: May 24, 2020 Accepted: June 24, 2020 Online Published: July 15, 2020 doi:10.5539/jas.v12n8p265 URL: https://doi.org/10.5539/jas.v12n8p265 Abstract This study investigated Knowledge and Perception of Nanotechnology among Students of Agricultural Faculties’ in Jordan. The research was based on distributing a questionnaire. This study collected data from 485 respondents, of which 410 were analyzed. The results revealed that a very significant finding that the majority of the investigated students (45%) have already heard the word ‘nanotechnology’, though (72%) of those (45%) do not know about nanotechnology very well. The results of the present study indicated that students have basic or no enough knowledge about nanotechnology. The results also showed that students were with a very superficial knowledge of Nanotechnology. Moreover, none of the examined variables has no significant effect on the perception toward nanotechnology. Even though it is expected that students with higher years of study could show more expertise and acquire more developed topics such as the Nanotechnology concept, the students showed similar knowledge of Nanotechnology regardless of their year in study. The study recommends that the Jordanian educational policymakers in higher education should consider the inclusion of the Nanotechnology concept in the curricula of the different academic courses. Keywords: nanotechnology, perception, knowledge, Jordan 1. Introduction Nanotechnology is becoming more and more popular every day. It is emerging as a leading field in the technological revolution in the new millennium. Nanotechnology research is likely to change the traditional practices of agricultural products. This issue creates a challenge for the academic community to educate agricultural students with the knowledge, perception, and skills to interact and provide leadership in the emerging world of nanotechnology (Ozel, 2008). In Nanotechnology, we are concerned with natural and synthetic materials (Kulkarni, 2015). However, there are concerns about the lack of an internationally accepted legal framework to regulate and govern the possible consequences of the application of nanoparticles. In governing the application of nanoparticle regulators; academics and researchers are divided into platforms to decide whether new legislation is required with minor or major modifications or whether the existing legislation is sufficient. Whatever the situation in this regard, the public understanding and acceptance must be considered as one of the primary steps concerning the introduction of nanotechnology as a new and emerging technology in the market, and to regulate it to avoid a situation such as genetically modified foods and nuclear energy that the international community witnessed in recent years (Karim et al., 2019). Recently, nanotechnology has emerged as a multidisciplinary field, in which gaining a fundamental understanding of the electrical, optical, magnetic, and mechanical properties of nanostructures promise to deliver the next generation of functional materials with wide-ranging applications. Nanostructures can also provide solutions to technological and environmental challenges in the areas of catalysis, medicine, solar energy conversion, and water treatment (Nasrollahzadeh et al., 2019). However, Nanotechnology enables manufacturers to convert knowledge to produce lighter, stronger, powerful, more durable and commercially viable products. So, more countries, irrespective of size economy, are already in the global race to utilize this nanotechnology for their future development as well as to become the market leader in different sectors (Karim et al., 2017; INIC, 2014). As a result of the importance of this technology, countries in different parts of the world took an interest in nanotechnology and sought to introduce nanotechnology in the fields of teaching and education. Nanotechnology tops the list of scientific and research interests in most of the world, as (52) countries during the