Divya Aditya Sharma

Harvard Business School, Manager of Technology 

This paper investigates the impact of targeted and computational pedagogical interventions on increasing the effectiveness of engineering education outcomes among U.S. students in agrarian communities. Such communities, traditionally characterized by a limited educational infrastructure, remoteness, and limited access to engineering material and resources, still grapple with how to equip students to transition into technical careers. Employing statistical modeling methods—such as regression analysis, factor analysis, and predictive analytics—we investigate the efficacy of customized instructional methods and technology HTML, C++ , and Python coding-based learning tools among a sample of rural schools. Interventions measured include adaptive digital platforms, assistive technology, real-world agricultural engineering case studies, and place-based, human-centered instructional design. The results indicate that students who are exposed to context-sensitive computational interventions exhibit quantifiable gains in conceptual understanding, engagement, and academic performance. The findings point to the potential of data-driven, regionally tailored models of education to close achievement gaps and build readiness in engineering among America's agrarian communities. Finally, the culture of how artificial intelligence is envisioned, created, and deployed can be radically changed when those from agricultural communities become enabled to study engineering—infusing practical, grounded viewpoints that challenge urban-centric assumptions of technical knowledge and allow for more integrated, context-aware AI systems.