Abstract
The increasingly polarised public debate surrounding genetically modified organisms (GMOs) often lacks sufficient expert input, leading to heightened public fears and misconceptions. This prompts the questions as to how effectively scientific information on genetically modified foods (GMFs) is communicated to the general public. This study presents findings from interviews with eight crop scientists involved in GMF crop research in Kenya, with the objective of assessing the challenges and opportunities of communicating GMF research findings to the public, and especially to farmers. The participants were selected using a snowballing technique, where the initial participants were identified based on their active engagement in media discussions about GMOs. The first and subsequent participants were then requested to recommend additional ones. The participants were interviewed using a Zoom link in adherence with the COVID protocols in place during the study period. Interviews were then transcribed and analysed thematically. The findings indicate that competing messaging from anti-GMO activists, language barriers, ambivalent government stance on GMFs, and the lack of science communication skills among scientists: all constitute the key impediments to effective communication of knowledge on GMF research to farmers. Nevertheless, farmers were found to have an interest in understanding more about GMFs, especially by learning directly from scientists in the field perceived to be trustworthy. The study recommends a rethink of the public engagement strategies on scientific information, and the importance of developing a messaging framework that takes into consideration audience characteristics, concerns, and needs.
Recommended Citation
Olomy, Joseph J. and Mulwo, Abraham K.
(2026)
"A qualitative analysis of the challenges and prospects of communicating scientific information about GMOs to farmers in Kenya,"
Journal of Humanities and Social Sciences: Vol. 15
:
No.
1
, Article 7.
Available at: https://doi.org/10.65085/2467-4745.1141
DOI
10.65085/2467-4745.1141
Publisher
Dar es Salaam University College of Education (DUCE)