Global problems such as global climate changes, uncontrolled migration waves and the Covid-19 pandemic have significantly affected the production and supply of herbal products. In order to minimize these problems, higher education institutions have an important responsibility in planning, carrying out, marketing and transforming plant production into economic value, and in training future plant production professionals and researchers. For this reason, it is critical to effectively transfer theoretical and practical knowledge and skills to students in plant production undergraduate education. However, pedagogical approaches are needed in providing this training. It is clear that the use of pedagogy in undergraduate education on plant production can help students gain a better understanding of the courses, increase their knowledge and skills, and gain a sense of belonging to their profession. This study evaluated how pedagogical approaches can better shape future agricultural professionals in crop production undergraduate education. In addition, the sustainability of student-centered education and training practices and their possible effects on graduate quality were evaluated.

The study emphasizes the possible contributions of pedagogical approaches in crop production education in higher education to more well-equipped agricultural engineers from students with analytical thinking skills, as well as the possible contributions to sustainability and food safety in crop production, as well as the importance of training qualified human resources that will guide the agriculture of the future.