1. INTRODUCTION

Thailand is currently prioritizing the development of its agricultural sector through an integrated approach designed to achieve balanced progress in the economic, social, and environmental dimensions at the household, community, and national levels, with a particular focus on promoting self-reliance (Ministry of Agricultural and Cooperatives, 2023). Strengthening the agricultural production base necessitates adaptation through the establishment of a robust and efficient management system. This process includes enhancing farmers’ knowledge and expertise across all facets of production and management while maintaining a balance between economic, social, environmental, and ecological considerations (Ministry of Higher Education, Science, Research and Innovation, 2021). These initiatives align with the broader objective of advancing national development toward sustainability, in accordance with Sustainable Development Goals (SDGs). The SDGs provide an international framework that advocates for an improved quality of life for both farmers and consumers while fostering sustainable interactions with the environment (Ministry of Agricultural and Cooperatives, 2023; Ministry of Higher Education, Science, Research and Innovation, 2021).

Chiang Mai Province encompasses agricultural areas across all 25 districts. According to the Trade Policy and Strategy Office (2023), Thailand ranks among the world’s leading exporters of longan, with Chiang Mai being a key region for its production. The processing and export of longan—whether fresh, dried, frozen, or canned—are thus critical to both the province’s agricultural and processing sectors. To bolster the agricultural sector, Chiang Mai has established the Agricultural Learning Center (ALCs), which functions as a hub for transferring knowledge on production technology, management, and marketing to farmers. Additionally, the center provides agricultural services, disseminates valuable information, and integrates efforts from various agencies to address agricultural challenges and promote regional development. Presently, there are 25 primary ALCs, categorized by agricultural product, with five centers specifically dedicated to longan (Chiang Mai Agricultural Extension Office, n.d.).

Chiang Mai Province has established a network of agricultural communities, with government agencies acting as key facilitators. This initiative embodies the characteristics of a learning community, where groups of people come together to exchange and share knowledge, skills, and experiences in agriculture with a common goal. However, achieving sustainable development within these agricultural communities may be unattainable through government support alone. For any community to progress, it is essential that the members themselves take an active role in addressing local challenges and identifying their most urgent needs. Consequently, the development of a learning community necessitates fostering critical thinking among residents and encouraging their participation in all stages of development. This participatory approach equips individuals with the skills needed for critical thinking, analysis, problem-solving, and the application of knowledge, contributing not only to their personal development but also to the long-term growth of the community (Nobnop et al., 2021).

The effectiveness of a learning community can be significantly enhanced through the involvement of information professionals. These specialists are proficient in acquiring, collecting, recording, organizing, storing, maintaining, searching, disseminating, and providing information services across various formats, tailored to specific contexts (Greer et al., 2013). Their role in community engagement is pivotal, requiring not only technical expertise but also the capacity to forge positive relationships with the community. Unlike traditional information services, community engagement encompasses strategic activities that necessitate information professionals to collaborate closely with the community toward clearly defined, beneficial objectives aimed at fostering community change (Caspe & Lopez, 2018; Winberry & Bishop, 2021).

The development of longan farming communities in Chiang Mai Province highlights critical challenges faced globally by farmers in developing countries, such as accessing reliable information, fostering effective collaboration within communities, and sustaining knowledge development. These challenges are not unique to rural areas in Thailand but are also prevalent in agricultural communities across Southeast Asia, Africa, and Latin America. These regions often share similar characteristics, including a reliance on agriculture as a primary livelihood, limited access to government support resources, and a disparity between farmers’ information needs and the availability of expertise from information professionals (Food and Agriculture Organization of the United Nations [FAO], 2017; Tumwebaze et al., 2025).

A review of the literature reveals that while some information professionals and library and information science specialists engage with communities, their efforts predominantly focus on providing information services within the framework of academic service projects. There is a notable deficiency in research addressing community-oriented missions (Caspe & Lopez, 2018). Consequently, there is limited exploration of the roles and responsibilities of information professionals in community engagement, particularly within the agricultural sector. This research article aims to examine the development status of learning communities among longan farmers and the role of community engagement of information professionals in developing a learning community for longan farming in Chiang Mai Province. The goal is to offer guidelines for the work of information professionals, librarians, agricultural academics, and officials involved in developing agricultural learning communities. Particularly, the framework adopted here offers insights that extend beyond the local context and can contribute to understanding knowledge management and community engagement in broader settings. Specifically, the findings have implications for agricultural community development in other developing countries, where holistic approaches emphasizing collaboration and capacity-building are essential for sustainable growth (World Bank, n.d.).

2. LITERATURE REVIEW

Information professionals, including librarians and information officers, hold positions across governmental and private sectors, specialized agencies, and independent entities (Greer et al., 2013). In the job market, these professionals are predominantly employed in libraries, information service centers, learning centers, archives, and museums (Mancini, 2012). Traditionally, information professionals are equipped with the knowledge and skills necessary for procuring, collecting, recording, organizing, storing, maintaining, searching, disseminating, and providing information services across various formats, in alignment with relevant objectives and contexts. However, they may lack the specialized knowledge and skills needed to address social issues, engage in action, build trust, make decisions, or solve problems—tasks that often require professionals with specific expertise in these areas. Consequently, information professionals frequently collaborate with others to perform information management duties, which may include communication efforts to enhance understanding within the community (Clinical and Translational Science Awards Consortium et al., 2011).

When engaged in community outreach, information professionals may apply their expertise in information science to support community engagement efforts. The conceptual framework for community engagement typically incorporates theories or practices utilized by academics and practitioners involved in community projects with the aim of effecting community change. Despite this, a review of the literature indicates that there is no specific conceptual framework tailored explicitly for community engagement work. In this context, the authors employ the Community Engagement Continuum model developed by the US National Institutes of Health. This model delineates five distinct work styles for community engagement practitioners: outreach, consulting, involvement, collaboration, and shared leadership. Each style specifies the characteristics of community relations, communication and decision-making processes, levels of participation, the positioning of entities, and anticipated outcomes (Clinical and Translational Science Awards Consortium et al., 2011).

Through an analysis of the general roles of information professionals in relation to the community engagement model, as defined by the concept of community engagement, it is evident that information professionals are responsible for sourcing, collecting, recording, organizing, storing, searching, disseminating, and providing information services (Caspe & Lopez, 2018). However, they may lack the in-depth knowledge and skills necessary to address social issues comprehensively, which are essential for participating in action, building trust, and engaging in decision-making processes aimed at solving various problems. Such tasks often require the expertise of academics and professionals with specialized knowledge pertinent to the issue at hand. Consequently, information professionals must collaborate with other stakeholders to manage information-related duties and may need to engage in communication efforts to enhance understanding within the community (Winberry & Bishop, 2021). In community engagement missions, information professionals can leverage their expertise in information science across four distinct types of community engagement activities: (1) Outreach, by serving as information providers; (2) Consulting, by acting as information consultants; (3) Involvement, by functioning as information analysts; and (4) Collaboration, by serving as information evaluators (Clinical and Translational Science Awards Consortium et al., 2011). It is important to recognize that a single project or activity may encompass multiple roles. All these activities should have well-defined objectives, align with the community’s problems and needs, and contribute to positive change within the community.

The literature review reveals that community participation in agricultural projects or activities is generally limited to basic levels, such as providing information, offering consultations, or participating in activities organized by external agencies. This participation may take the form of ad hoc participation or involvement in formal, structured processes. However, there has been little in-depth research on higher levels of community participation, such as joint decision-making, involvement in design and implementation, or joint learning. Participation at these higher levels not only enhances farmers’ knowledge and skills but also helps build confidence and trust in the sustainable development process within the community. The role of information professionals, who can contribute beyond simply providing information or consultations by fostering higher levels of participation and facilitating more effective decision-making, represents a research gap that has not been thoroughly explored in the context of longan agriculture in Thailand.

In recent years, numerous studies have underscored the role of information professionals in school and public libraries in facilitating access to agricultural information, particularly by providing services to farmers in rural areas. Such information is critical for the advancement of agricultural professions. Research has shown that information professionals play a pivotal role in organizing and disseminating data pertaining to agricultural techniques, such as crop cultivation, pest and disease management, and market-related information, all of which farmers can utilize to make informed decisions and optimize agricultural practices. The integration of agricultural information with the needs of farmers is considered a fundamental strategy for promoting the sustainable development of agriculture, as accurate and timely data empowers farmers to adopt effective methods for improving crop yield and quality. Furthermore, it enables them to make strategic decisions regarding investments and manage potential risks arising from external factors, such as natural disasters or market fluctuations. In addition, community libraries play an essential role in enhancing access to agricultural knowledge by organizing training programs, offering consultations, and fostering learning networks within the community. This not only ensures farmers have access to valuable information but also allows them to exchange experiences and best practices for improving agricultural activities in their respective regions (Jarolímek et al., 2024; Singh et al., 2022; Yusuf et al., 2019).

Based on a review of relevant research, the role of information professionals in supporting agriculture across different regions globally is reflected through various activities. In Southeast Asia, such as in Vietnam, librarians and information professionals have developed digital platforms, such as databases, that provide farmers with access to climate information and agricultural technologies. The Smart Farmer Libraries project in Vietnam serves as a knowledge hub, enabling rural farmers to learn and apply agricultural practices (Catelo et al., 2016; Tuan, 2024). In Africa, librarians work in resource-constrained environments, providing agricultural information through community radio in countries such as Kenya and Uganda, making it easily accessible and relevant to local needs. Additionally, they promote access to information for female farmers in natural resource management to reduce gender disparities (Buehren, 2023; Ng’eno & Mutula, 2022). In Europe, librarians utilize advanced technologies such as Big Data and artificial intelligence (AI) to analyze agricultural data. For example, International System for Agricultural Science and Technology (AGRIS), a global agricultural research database, enables farmers to access essential research data quickly. Community libraries in Spain and Italy organize events that foster knowledge exchange on sustainable agriculture (FAO, 2022). In the Americas, Extension Services programs and the Ag Data Commons platform support smallholder farmers’ decision-making by providing information on crop management and marketing. Additionally, in Brazil and Mexico, libraries serve as intermediaries, connecting farmers with researchers to support the development and adoption of agricultural technologies (U.S. Department of Agriculture, n.d.).

The concept of lifelong learning has been officially recognized since approximately 1960, with United Nations Educational, Scientific and Cultural Organization (UNESCO) playing a significant role in its advocacy. Numerous global conferences have been held to discuss lifelong learning, which has led to its establishment as a fundamental principle in the educational policies of various countries around the world. Thailand first adopted the notion of lifelong learning officially in its National Education Plan of 1977 (Office of the National Education Commission, 1977). By the late twentieth century, just before entering the twenty-first century, lifelong learning had become a widely adopted approach to educational reform across many nations. This development responded to the rapid and complex changes in global society affecting economic, social, environmental, and communication aspects during the information age, which significantly impacted citizens’ lives. Consequently, countries have sought ways to ensure their citizens can engage in continuous learning to adapt to these changes (Akther, 2020).

These events led to the emergence of learning communities, which are defined as groups or communities that recognize the importance of learning and actively support the creation, sharing, and application of knowledge for the community’s benefit. These communities prioritize local needs and contexts and employ participatory processes that encourage members to think critically and utilize knowledge to solve problems. They promote continuous development of diverse skills in an environment conducive to various learning opportunities that align with individual capacities. When community members possess knowledge and skills, they can enhance their communities’ strength and sustainability (Nobnop et al., 2021).

The development of rural learning communities has gained global attention, emphasizing the role of information professionals in enhancing knowledge sharing and fostering sustainable practices. Community informatics, for example, explores how technology and information systems bridge knowledge access gaps in rural areas (Sindakis & Showkat, 2024), with professionals facilitating communication and resource-sharing. This aligns with the concept of learning communities, where collaboration and continuous learning address local challenges (UNESCO International Research and Training Centre for Rural Education, 2014). Rural knowledge management further highlights strategies for capturing and disseminating local knowledge to improve agricultural productivity and livelihoods (Akuku et al., 2021).

Studies in countries such as India and Kenya demonstrate the pivotal role of information professionals in bridging knowledge gaps within farming communities, offering insights relevant to similar efforts in Thailand. Collaborative learning, as emphasized in global research, empowers communities to share knowledge and best practices, promoting sustainable development (Siregar et al., 2024). Applying these frameworks to the Thai context underscores the significance of information professionals in supporting longan farmers, bridging knowledge gaps, and fostering sustainable agricultural practices.

3. RESEARCH METHODOLOGY

This study utilized a convergent mixed-methods approach to examine the role of information professionals in promoting the development of learning communities among longan farmers in Chiang Mai Province. Both qualitative and quantitative research methods were employed to collect data simultaneously, synthesize and analyze both phases, and present holistic findings on the role of information professionals in community engagement (Joungtrakul & Ferry, 2020).

4. RESULTS

4.2. Quantitative Research Results on the Role of Community Participation by Information Professionals in Developing a Learning Community for Longan Farming in Chiang Mai Province

According to the results presented in Table 2, the overall analysis of the data indicates that the roles associated with community engagement undertaken by information professionals significantly contribute to the successful development of learning communities among longan farmers in Chiang Mai Province, with a high success rate ( $\overline{\text{χ}}$=3.83). Among these roles, outreach activities involving information provision and collaborative roles involving information evaluation are identified as the most impactful in fostering the development of learning communities, each rated at a high level ( $\overline{\text{χ}}$=3.88). Subsequent roles include involvement through information analysis ( $\overline{\text{χ}}$=3.80) and consulting through information consultation ( $\overline{\text{χ}}$=3.77).

 

Table 2

Community engagement roles of information professionals

Community engagement roles of information professionals	$\overline{\text{χ}}$	S.D.
1. Outreach (Information Providing)	3.88	0.71
2. Collaboratives (Information Evaluations)	3.88	0.78
3. Involves (Information Analysis)	3.80	0.78
4. Consults (Information Consulting)	3.77	0.72
Total	3.83	0.68

[i]

S.D., standard deviation.

 

When evaluating the outreach aspect of information provision and service delivery, it was observed that the role of information professionals in offering services that align with the needs of users significantly contributes to the successful development of learning communities, with a high level of effectiveness ( $\overline{\text{χ}}$=3.94). Following this, the provision of information services that are well-suited to community needs, the regular dissemination of up-to-date information for learning and career advancement ( $\overline{\text{χ}}$=3.91), and the preparation of documents for community dissemination to facilitate mutual learning ( $\overline{\text{χ}}$=3.87) are also important roles (Table 3).

 

Table 3

Outreach roles of information professionals

Roles	$\overline{\text{χ}}$	S.D.
(1) Providing information services that meet needs	3.94	0.78
(2) Providing appropriate information services	3.91	0.80
(3) Preparing documents and disseminating them to the community for regular joint learning	3.87	0.85
(4) Disseminating up-to-date information for regular learning and career development	3.91	0.83
(5) Creating databases, websites, and information systems to collect, store, and disseminate information to the community	3.78	0.82
Total	3.88	0.71

[i]

S.D., standard deviation.

 

In the context of collaborative roles as information evaluators, it was found that the involvement of information professionals in partnering with farmers and community members to evaluate data analysis results significantly contributes to the successful development of learning communities, achieving a high level of effectiveness ( $\overline{\text{χ}}$=3.94). This is followed by collaboration with agricultural experts in evaluating data analysis results ( $\overline{\text{χ}}$=3.93), and cooperation in assessing the quality of information based on the accuracy and reliability of agricultural data sources ( $\overline{\text{χ}}$=3.87) (Table 4).

 

Table 4

Collaborative roles of information professionals

Roles	$\overline{\text{χ}}$	S.D.
(1) Collaborating in the planning of agricultural information quality assessments that are aligned with the specific context of the community	3.82	0.84
(2) Cooperating in the evaluation of information quality based on the accuracy and reliability of agricultural information sources	3.87	0.85
(3) Working with agricultural experts to assess the outcomes of data analysis	3.93	0.83
(4) Collaborating with farmers and community members in the evaluation of data analysis results	3.94	0.87
Total	3.88	0.78

[i]

S.D., standard deviation.

 

Furthermore, analysis of the consulting roles as performed by information consultants revealed that advising on the creation of knowledge content tailored to farmers is the most significant role for information professionals in fostering the success of learning communities, with a high mean score ( $\overline{\text{χ}}$=3.84). This was followed by consulting on the use of information technology to support collaborative learning ( $\overline{\text{χ}}$=3.82) and advising on the exchange and sharing of knowledge suitable for farmers ( $\overline{\text{χ}}$=3.79), respectively (Table 5).

 

Table 5

Consulting roles of information professionals

Roles	$\overline{\text{χ}}$	S.D.
(1) Providing consultation on the planning and development of information resources, including needs assessments and the formulation of plans for the storage and retrieval of information essential for learning and development	3.76	0.79
(2) Offering consultation on the creation of knowledge content tailored to the needs of farmers	3.84	0.92
(3) Providing consultation on the exchange and sharing of knowledge that is relevant and beneficial for farmers	3.79	0.88
(4) Offering consultation on the use of information technology to support collaborative learning initiatives	3.82	0.78
(5) Providing consultation on the development and maintenance of online learning environments for communities, including websites, learning platforms, and online communities	3.66	0.87
Total	3.77	0.72

[i]

S.D., standard deviation.

 

In examining the role of involvement as an information analyst in Table 6, it was determined that the most impactful contribution of information professionals to the development of successful learning communities was their collaboration with agricultural experts to analyze information that aligns with the specific needs of the community ( $\overline{\text{χ}}$=3.87). This was followed by their role in systematically and reliably presenting the results of information analysis, including advantages and disadvantages ( $\overline{\text{χ}}$=3.81), and by their provision of guidelines for analyzing and comparing quality and reliable information for the community ( $\overline{\text{χ}}$=3.78).

 

Table 6

Involvement roles of information professionals

Roles	$\overline{\text{χ}}$	S.D.
(1) Engaging in data analysis to understand community needs and trends, in order to formulate suitable development guidelines and plans	3.75	0.83
(2) Presenting the community with guidelines for data analysis and comparisons that are both reliable and of high quality	3.78	0.85
(3) Collaborating with agricultural experts to analyze information that aligns with the specific needs of the community	3.87	0.89
(4) Contributing to the systematic and reliable presentation of data analysis results, highlighting both advantages and disadvantages	3.81	0.88
Total	3.80	0.78

[i]

S.D., standard deviation.

 

Based on analysis of the normality test results for the data from all four roles: 1) Outreach (Information Providing), 2) Collaboratives (Information Evaluation), 3) Involves (Information Analysis), and 4) Consults (Information Consulting), the Shapiro-Wilk test (Shapiro & Wilk, 1965), which is commonly used for testing normal distribution in cases with small to moderate sample sizes, was applied. The test results showed that the p-value<0.05 for all roles, indicating that the data does not follow a normal distribution. Therefore, a non-parametric analysis using the Friedman test was conducted to compare the importance of the four roles. The results revealed significant differences in the participants’ views (χ² (3)=Friedman value, p=0.024), indicating that the participants perceived some roles as more important than others in developing the learning community for longan farmers.

For the next step, the researcher conducted a post-hoc analysis using pairwise comparison with the Wilcoxon Signed-Rank test to compare all six pairs: 1) Outreach vs. Consult, 2) Outreach vs. Involve, 3) Outreach vs. Collaborative, 4) Consult vs. Involve, 5) Consult vs. Collaborative, and 6) Collaborative vs. Involve. The p-value was then adjusted using Bonferroni Correction to control for Type I Error, using the formula p-adjusted=p-original×number of comparisons (n). The p-values after adjustment and the original p-values from the pairwise comparisons are reported in Table 7.

 

Table 7

Pairwise comparisons

No	Comparison pair	Original p-values	Adjusted p-values	Results
1	Outreach (Information Providing) vs. Consults (Information Consulting)	0.001	0.006	Significant
2	Outreach (Information Providing) vs. Involves (Information Analysis)	0.028	0.168	Not significant
3	Outreach (Information Providing) vs. Collaboratives (Information Evaluations)	0.985	1.00	Not significant
4	Consults (Information Consulting) vs. Involves (Information Analysis)	0.574	1.00	Not significant
5	Consults (Information Consulting) vs. Collaboratives (Information Evaluations)	0.035	0.21	Not significant
6	Involves (Information Analysis) vs. Collaboratives (Information Evaluations)	0.051	0.306	Not significant

 

The pairwise comparison analysis using the Wilcoxon Signed-Rank test, along with p-value adjustment using the Bonferroni Correction, revealed a statistically significant difference in Role Pair 1 (p-adjusted=0.006), whereas no significant differences were observed for Role Pairs 2 to 6 (p-adjusted>0.05). Adjusted p-values exceeding 1.0 were reported as 1.0, following standard statistical conventions to ensure clarity and accuracy in interpretation. This adjustment did not influence the conclusions derived from the analysis.

In summary, the study found that the Outreach role (Information Providing) and Collaborative role (Information Evaluation) had identical mean scores of 3.88, indicating that both roles were perceived as similarly important. However, the S.D. for the Collaborative role was higher (0.78) compared to Outreach (0.71), reflecting greater variability in perceptions of the Collaborative role. While some respondents recognized the long-term significance of collaboration, others may not currently perceive its importance, possibly due to the absence of effective collaborative efforts.

Conversely, the Outreach role received more consistent evaluations, reflecting a shared acknowledgment of its importance in rapidly disseminating actionable information. Such information can be immediately applied to address agricultural issues, such as maintaining longan trees or responding to natural disasters. These findings suggest that the Outreach role is the most critical in the context of developing learning communities for farmers in Chiang Mai, particularly when timely information is essential to address pressing issues. At the same time, the Collaborative role, which is crucial for long-term development, may not yet demonstrate its full potential due to the lack of effective collaboration between farmers and agricultural professionals in certain areas.

In conclusion, prioritizing the Outreach role represents an effective starting point for developing learning communities, such as through organizing training programs or promoting knowledge dissemination via accessible and rapid channels. Simultaneously, efforts to develop the Collaborative role are necessary to ensure long-term sustainability by fostering partnerships between farmers and agricultural professionals within the community.

Upon obtaining the research findings from both phases, namely the qualitative results on the current status of learning community development among longan farmers in Chiang Mai Province and the quantitative results regarding the role of community participation by information professionals in the development of a learning community for longan farming, the researcher subsequently integrated these findings to provide a comprehensive and in-depth understanding of the development of learning communities and the contributions of information professionals in supporting the agricultural community. This integration aimed to establish a comprehensive and context-specific operational guideline for the learning community, as illustrated in Fig. 1, which presents a holistic overview of the research findings. The study emphasized the role of information professionals in supporting the relationship-building mission, focusing on four key functions: (1) outreach or information provision, (2) collaboration or information evaluation, (3) involvement or information analysis, and (4) consultation or information advising (Fig. 2). Furthermore, the findings revealed that agricultural communities in various areas of Chiang Mai Province already have organized longan farmer groups, such as the ALCs, which operate under the supervision of the Ministry of Agriculture and Cooperatives. The researcher also examined the current operational processes of these centers, focusing on the development of farmers’ skills, both among center leaders and network members, as well as the forms of knowledge creation and transfer.

 

Fig. 1

Roles of community engagement of information professionals. ALC, Agricultural Learning Center.

 

Fig. 2

Community engagement roles of information professionals in developing longan farmer learning communities.

 

The integration of quantitative and qualitative findings provided a deeper understanding of the roles of information professionals in developing learning communities for longan farming. Quantitative results indicated that outreach activities and collaborative roles were highly influential ( $\overline{\text{χ}}$=3.88), while information analysis and consultation also played important roles ( $\overline{\text{χ}}$=3.80 and $\overline{\text{χ}}$=3.77, respectively). These findings were further elaborated by qualitative insights, where participants described how information professionals actively engaged in building trust through outreach, fostering cooperative learning environments, and tailoring information services to local needs.

For instance, while the quantitative results highlighted that outreach activities were highly valued ( $\overline{\text{χ}}$=3.88), qualitative data from interviews emphasized the importance of continuous engagement and trust-building efforts in sustaining long-term relationships within the community. Participants explained that the outreach role involved not only information dissemination but also maintaining a constant presence in the community to foster collaboration and ensure that the information provided met farmers’ evolving needs. This qualitative insight complements the quantitative data, stressing the sustained effort required for successful outreach and the critical role it plays in enabling farmers to take immediate action based on timely and relevant information.

Similarly, the collaborative role was rated as highly influential ( $\overline{\text{χ}}$=3.88) in the quantitative results, and this was further enriched by qualitative findings. Interviewees explained that collaboration involved working closely with farmers to understand their unique needs, create customized solutions, and ensure the relevance of the information provided. This collaboration also aligned data collection with development goals, ensuring that the shared information was both accurate and actionable. The qualitative data revealed how successful collaborations were vital in addressing long-term agricultural challenges, with the support of information professionals directly improving farming practices.

The information analysis role, with a mean score of 3.80 in the quantitative results, was supported by qualitative data showing how information professionals systematically collected and analyzed data on variables such as weather patterns, soil conditions, and farming technology. This analysis enabled farmers to make informed decisions and adapt their practices based on data-driven insights. Participants spoke about how this role helped them predict and anticipate challenges, such as climate variations or pest outbreaks, that could affect crop yields.

Finally, the consultation role, with a mean score of 3.77, was supported by qualitative findings that described how information professionals guided farmers through specific agricultural challenges. Farmers emphasized the value of expert advice in making informed decisions on pest control, soil management, and overall crop health. The consultation provided by information professionals was considered essential not only for short-term problem-solving but also for long-term sustainable agricultural development.

The integration of these two strands revealed that while quantitative trends provided clear ratings of the roles, qualitative narratives enriched the understanding of how these roles were implemented and their contextual challenges. For example, although outreach activities were highly rated quantitatively, qualitative interviews illustrated the importance of continuous presence and relationship-building efforts in sustaining community trust. In this way, the two strands of data complemented and triangulated each other, offering a comprehensive and nuanced interpretation of the roles and contributions of information professionals in fostering learning communities for longan farming.

5. DISCUSSION

The research findings regarding the role of information professionals in supporting community engagement among farmers highlight the significance of having information experts in creating sustainable learning communities for farmers, especially in the context of longan farmers in Chiang Mai Province. Information professionals play a crucial role in connecting necessary agricultural information between farmers and appropriate sources. The dissemination of high-quality and relevant information can enhance the potential for collaborative learning among farmers (Idiegbeyan-Ose et al., 2019; Mia, 2020). Their role in evaluating information and transferring knowledge about data assessment to farmers enables them to make decisions and assess the value of using the information in agricultural practices independently, which promotes sustainable learning and enhances the community’s ability to self-rely (Junaidi, 2022; Rufaidah & Junaidi, 2022).

The research also underscores the importance of collaboration between information professionals and farmers in exchanging information and jointly developing data evaluation skills. Working with farmers to identify key data for decision-making, such as crop selection, planting plans, or resource management, helps farmers develop the knowledge and skills necessary to adapt and enhance agricultural practices effectively (Wolfert et al., 2017). Additionally, information professionals act as consultants in data management and promote the use of appropriate tools and technologies to exchange information among farmers, focusing on developing sustainable and efficient agricultural outcomes (Lee et al., 2020).

A review of relevant literature and studies related to agricultural support in various regions worldwide demonstrates that information professionals in Southeast Asia, such as in Vietnam, have developed digital platforms, such as databases, that help farmers easily access information about climate conditions and agricultural technologies (Catelo et al., 2016; Tuan, 2024). Projects like the Smart Farmer Libraries in Vietnam are excellent examples of using technology to promote learning and agricultural development in rural areas. In Africa, the use of radio broadcasts and community radio to disseminate agricultural information in resource-limited areas is also an essential strategy (Buehren, 2023; Ng’eno & Mutula, 2022).

In the Americas, information professionals in the United States have supported farmers through Extension Services programs and the Ag Data Commons platform, which provides information on crop management and marketing, helping to support farmers’ decision-making. They also connect farmers with researchers to promote agricultural technology development in Brazil and Mexico (U.S. Department of Agriculture, n.d.). In Europe, information professionals utilize advanced technologies such as Big Data and AI in agricultural data analysis, with the AGRIS database—a global agricultural research database—allowing farmers to access critical research information quickly. Furthermore, community libraries in Spain and Italy have organized activities that promote knowledge exchange on sustainable agriculture (FAO, 2022).

When considering and comparing the research and roles of information professionals in supporting agriculture across various regions globally, it is evident that, whether in Asia, Africa, Europe, or the Americas, the important role of information professionals in supporting the creation and development of learning communities for farmers is universally recognized. This is especially true in terms of providing necessary, high-quality information to support agricultural decision-making, which enables farmers to develop skills in assessing and using information to improve their agricultural methods. Information professionals serve as consultants in data management and facilitate knowledge exchange among farmers for collaborative learning (Junaidi, 2022; Mia, 2020). Additionally, digital platforms that enable farmers to access up-to-date agricultural information, such as climate and agricultural technology databases, are being developed (Catelo et al., 2016).

However, our research focuses specifically on the context of longan farmers in Chiang Mai, where the role of information professionals is applied to managing data specifically related to longan farming and the selection of suitable agricultural technologies. Research from other areas highlights the role of information professionals in various global regions, including the use of radio broadcasts in Africa and advanced technologies such as AI and Big Data in Europe (FAO, 2022; Ng’eno & Mutula, 2022), demonstrating the diversity of approaches used in different regions. Thus, the role of information professionals in promoting community engagement among farmers not only contributes to agricultural development but also enhances the sustainability and adaptability of farming communities in all regions. This is a key element in fostering the sustainable development of agriculture in the future.

6. CONCLUSION AND RECOMMENDATIONS

The role of information professionals is pivotal in fostering an environment conducive to learning for longan farmers. These professionals act as intermediaries, connecting the farming community with essential information resources crucial for their agricultural activities. They play a significant role in the development of learning communities by providing and maintaining access to relevant information, which enhances the farmers’ capacity for collective learning.

Information professionals also contribute by delivering knowledge and facilitating skill development, enabling farmers to acquire in-depth knowledge applicable to their farming practices. Collaboration between information professionals, farmers, and agricultural experts ensures the provision of high-quality, evaluated information that supports learning activities. In addition to their role in information evaluation, teaching farmers how to independently assess valuable information and organizing knowledge assessments empowers them to make informed decisions. This collaborative learning process fosters the development of sustainable learning communities.

Moreover, information professionals serve as information analysts, addressing farmers’ needs by helping them make informed decisions related to agricultural operations, such as crop selection, optimal planting times, and resource allocation. A learning community approach, centered on relevant and community-specific information, positively influences the creation of effective development plans. Information professionals also act as consultants, assisting farmers in identifying critical knowledge and facilitating the management and exchange of data within farming communities. Their role in recommending and developing appropriate learning media further fosters a culture of continuous learning and adaptation.

With Thailand’s robust Internet infrastructure, farmers are increasingly utilizing social media. Consequently, it is essential to enhance their capacity to leverage digital technology for practical benefits and innovation. Information professionals can play a crucial role in cultivating information literacy skills among farmers, enabling them to access reliable sources, critically assess the quality of information, and apply it ethically. Moreover, by equipping farmers with knowledge of digital technology’s potential, they will be better positioned to navigate emerging challenges and adapt to technological advancements. This, in turn, will foster the rapid development of longan farming communities as farmers share and apply knowledge collaboratively, contributing to sustainable community development.

While this study focused on the context of longan farmers in Chiang Mai, Thailand, its findings provide a foundation for broader applications in global agricultural environments. The framework for developing learning communities and the roles of information professionals identified in this research can be adapted to various agricultural and socio-economic settings. For example, in resource-constrained regions such as Sub-Saharan Africa or South Asia, integrating digital tools with community engagement strategies can enhance agricultural productivity and sustainability.

Moreover, cultural adaptation is essential to ensure the success of such initiatives. In collectivist societies, for instance, leveraging traditional knowledge and local networks can foster trust and facilitate knowledge exchange. Similarly, regions with significant economic disparities may benefit from low-cost educational resources and partnerships with international organizations to bridge technological gaps.

This research underscores the importance of designing community engagement strategies that prioritize effective information dissemination and long-term sustainability. Establishing global networks of learning communities could promote the exchange of best practices and drive innovation in agricultural education. Future research should explore cross-cultural adaptations to refine and expand the utility of this framework to diverse agricultural ecosystems worldwide.

However, to maximize the impact of information professionals in supporting longan farmers and fostering sustainable learning communities, it is essential to strengthen their role through targeted training, collaborative partnerships, and digital integration. Training programs should be designed to enhance their ability to evaluate and utilize agricultural information effectively. Establishing collaborative networks between information professionals, farmers, and agricultural scholars at various levels will promote knowledge sharing and interdisciplinary cooperation. Additionally, integrating traditional agricultural wisdom with modern technological advancements will ensure that farmers can access a holistic knowledge base. Developing an easily accessible agricultural information database will further empower farmers by providing reliable, localized information in user-friendly formats. By implementing these recommendations, the role of information professionals in agricultural learning communities can be significantly enhanced, leading to improved knowledge dissemination and long-term sustainability.

7. LIMITATIONS OF THE STUDY

The qualitative research section of this article has several limitations that should be considered when interpreting the results. The sample consisted of model longan farmers who are heads of ALCs for longan farming, with only five heads of ALCs in Chiang Mai. Additionally, five members of the ALCs were included, making a total of ten participants. The purposive sampling method was used to select participants with direct experience in longan farming. While some participants were unable to provide data (4 out of 10), the data obtained from these participants still offer valuable insights. These findings are relevant and can be applied to similar agricultural contexts, particularly in regions with comparable longan farming practices or operations.