Student's Perspective, Interest, and Awareness Towards Organic Agriculture Farming Jinky E. Bisenio a , Jeffrey E. Moreno b , Cherry Love B. Montales c , Gladys May A. Recaňa c jinky.bisenio@cbsua.edu.ph jeffrey.moreno@cbsua.edu.ph cherrylove.montales@cbsua.edu.ph gladysmay.recana@cbsua.edu.ph Central Bicol State University of Agriculture, San Jose, Pili, Camarines Sur ` Abstract This study investigates the interest and awareness of organic agriculture among Senior High School students enrolled in the Technical Vocational Livelihood (TVL) track, specifically within the Agriculture strand, in Baao, Camarines Sur, Philippines. Utilizing a qualitative research approach, data was collected through focus group discussions and key informant interviews, revealing students' perceptions, motivations, and challenges related to organic farming. Findings indicate that while students recognize the environmental benefits of organic agriculture, their awareness is often limited, and many express hesitance towards pursuing agriculture as a career. Hands-on experiences significantly enhance their interest, yet a disconnect exists between their agricultural activities and future aspirations. The study emphasizes the need for integrating organic agriculture into educational curricula at earlier stages and developing engaging resources to foster a deeper understanding and appreciation of sustainable farming practices among youth, ultimately contributing to the sustainability of the agricultural sector. Keywords: Organic Agriculture; Perspective; Interest; Awareness 1. Main text Organic Agriculture Act of 2010 (Republic Act No. 10068) - An act that provides for developing and promoting organic agriculture in the Philippines and other purposes was enacted last April 6, 2010. Subsequently, it was declared as the policy of the State to promote, propagate, develop further, and implement the practice of organic agriculture in the Philippines. Also, the farmers and experts realized the fundamentals of organic farming when they saw the negative impacts of conventional agriculture in different parts of the community. These areas include the environment, the use of farmlands, and the farmers' health and socioeconomic conditions (Landicho, 2014). In line with these efforts, the Philippines is promoting the TESDA Organic Agriculture Production program, which equips individuals with the competencies needed to produce organic farm products, including chicken and vegetables, as well as organic supplements like fertilizers and concoctions. This implies that short-term courses for Organic Agriculture will address the needs of farmers, practitioners, and interested individuals to learn different aspects of organic agriculture (Homillano, 2023). However, a concerning trend has emerged in agricultural education throughout the Philippines, where enrollment in agriculture and related courses has seen a significant decline. The Philippine government-hosted Southeast Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA) confirmed that enrollment in agriculture and related courses has been declining by an average of 1.5 percent yearly. (Climate Tracker. Organic Agriculture in the Philippines 2022) To address this concern, the Philippine government advocates for agricultural education in the country to become more focused on creating business opportunities from agriculture and developing students' technical and entrepreneurial skills This leads the University to create short-term courses accessible to everybody who wants to learn basic organic agriculture skills, knowledge, and practices. (Padin, 2015) Williams and Dollisso (1998) advanced that the discipline of agricultural education (teaching and learning in agriculture) should become “an active partner in achieving the goals of a sustainable agriculture industry. Marshall and Herring (1991) believed that sustainable agriculture should be integrated into the curriculum. Integrating the technical and scientific elements of sustainable agriculture would help upgrade the high school agricultural education curriculum to meet the needs of students preparing to enter the workforce of the 21st-century food and fiber system (NCAE, 1995). Sustainable agriculture requires a long-term perspective and continuing activities over several generations. Therefore, the performance and behavior of current agricultural students as agriculturists and professionals will ensure the sustainability of agriculture in the future. In this context, since attitudes, norms, and values are important determinants of human behaviors and performance, in the long run; attitudes become especially important because they provide direction and purpose to behaviors and performance (Hyytia and Kola, 2005). Thus, a better understanding of students’ attitudes toward organic farming would aid the development of teaching and learning initiatives in this area. To enhance students’ knowledge about organic farming, it is important to develop a curriculum familiarizing students with org anic farming practices and concepts such as ecological equilibrium, agroecosystem sustainability, new technology, Indigenous knowledge, nutrition value, human safety, favorite yield production, soil structure improvement, erosion reduces, etc. The economic, social, and extension aspects of organic farming are additional factors of student’s awareness that is related to their interest. (Golzardi, 2012). The study's main objective is to determine the perspective, interest, and awareness of Senior High School Students on Organic Agriculture Farming. 1.1 Background of the Study The Local Government Unit of Baao has embraced this initiative by conducting training programs for Senior High School students pursuing Technical Vocational Livelihood tracks. This program empowers youth in agriculture, promotes sustainable farming practices, fosters entrepreneurship and innovation, and supports rural development and food security. Furthermore, it provides technical assistance to students, enhancing their skills and knowledge, and potentially assisting them in obtaining TESDA certification. 67 www.ijrp.org IJRP 2025, 165(1), 67-71; doi:.10.47119/IJRP1001651120257485