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This paper aims to investigate how actors in the farmer’s network influence the adoption of smart farming technology (SFT) and to understand how social media affects this adoption process, in particular focusing on the influence of social media on trust in knowledge dissemination within the network.

The methodology used a two-stage process, with semi-structured interviews of farmers, augmented by a netnographic approach appropriate to the social media context.

The analysis illustrates the key role of the farmer network in the dissemination of SFT knowledge, bringing insight into an important B2B context. While social media emerges as a valuable way to connect farmers and promote discussion, it remains underused in knowledge dissemination on SFT. Also, farmers exhibit more trust in the content from peers online rather than from SFT vendors.

Novel insights are gained into the influence of the farming network on the accelerated adoption of SFT, including the potential role of social media in mitigating the homophilous nature of peer-to-peer interactions among farmers through exposure to more diverse actors and information. The use of a social network theory lens has provided new insights into the role of trust in shaping social media influence on the farmer, with variances in farmer trust of information from technology vendors and from peers.

Mezirow's theory of transformative learning aims to evoke change on a deeper level of learning. This qualitative study with 38 pre-service teachers enrolled in a Master's degree programme for teacher education in Austria used semi-structured interviews to explore how diversity skills can transform after diversity training applying Mezirow's theory of transformative learning. In these trainings, a disorienting dilemma was placed at the centre of the diversity training from which transformative learning took its start.

In an increasingly diversified school system, diversity skills have become a pedagogical necessity for teachers in their future workplace. However, many teachers state not feeling adequately prepared for diversity within higher education and their attitudes towards diversity oftentimes remain unchanged despite diversity training.

The findings were deduced from structured content analysis. They show that the diversity trainings led to new cultural frames of reference for the study participants on a cognitive and social level, but to a smaller extent on an emotional level.

The study follows a different approach than “typical” diversity trainings through Mezirow's theory on transformative learning contributing to making a real change to preparing students for their workplaces in diversified Austrian schools.