From Heritage Knowledge to Participation Intention: Participation Motivation, Place Attachment, and Digital Facilitation in Agricultural Heritage Education

Agricultural heritage education can support intergenerational knowledge transmission, yet little is known about how children engage with living agricultural heritage landscapes. Drawing on the Cognition–Affect–Behavior (CAB) framework, this study examined relationships among heritage knowledge, participation motivation, place attachment, digital facilitation, and participation intention among children in the Huzhou Mulberry-dyke & Fish-pond System, China. Survey data from 206 children aged 10–15 years were analyzed using partial least squares structural equation modeling. Heritage knowledge was positively related to participation motivation and place attachment, both of which were positively related to participation intention. Participation motivation and place attachment were also significant mediators of the relationship between heritage knowledge and participation intention, while the direct relationship remained significant. Digital facilitation was positively related to participation motivation and strengthened the relationship between heritage knowledge and participation motivation. These findings highlight the value of combining knowledge-oriented learning with motivating activities, place-based experiences, and appropriate digital support in agricultural heritage education.