Community engagement and social learning skills are pivotal for enhancing farmers' knowledge in agriculture to optimise crop yields/nutrition, farmers accounting skills, incomes and good lifestyles. This study explores the synergies between these elements to empower farming communities. The introduction sets the stage for understanding the significance of community-based approaches and social learning in agricultural knowledge enhancement. Research by Di Falco et al. (2020) reveals that influence in farmers' adoption of climate change adaptation measures, the impact of farmers' social networks on the uptake of climate change mitigation measures, remains largely uncharted. This symposium presentation begins to fill this gap with implications for symposium partners and ECER delegates. Surveying existing research, the literature review delves into community engagement models and social learning theories within agricultural contexts. It synthesises key findings, identifying gaps and laying the foundation for the study's unique contribution to the field. The theory draws from Borgatti and Ofem's social network theory (2010) and Foster and Rosenzweig's social learning concept (1995). It posits that individual behaviour is shaped by peer interaction, encompassing herd behaviour, spillover, neighbourhood, or peer effects. The central premise is that emerging technologies or practices disseminate through social learning knowledge gained from observing and interacting with peers and neighbours (Šūmane et al., 2018), commonly known as spillover or neighbourhood effects ( Vroege et al., 2020). The research will be conducted in Nigeria, focusing on utilising focus group discussions to investigate the dynamic relationships among community engagement, social learning skills, and farmers' knowledge acquisition. In this study, community engagement, social learning skills, and farmers' knowledge acquisition will serve as dependent variables, while farmers' demographic features will be treated as independent variables. Presenting empirical results, this section unveils the data collected from the study. Farmers' responses and observed outcomes are analysed, shedding light on the effectiveness of community engagement and social learning using Professional Educators and Administrators Committees for Empowerment and ABCDE in augmenting agricultural knowledge among participants. Interpreting the findings, the discussion section explores the implications of community engagement and social learning on farmers' knowledge. It delves into the broader significance of the results, considering implications for agricultural practices, community development, and future research. Drawing from the study's insights, this section offers practical recommendations for policymakers, agricultural extension services, and community leaders. Suggestions for optimising community engagement programs and fostering social learning skills are outlined to enhance farmers' knowledge and resilience.

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