Purpose: The study investigates the applicability of Kirkpatrick's evaluation model in assessing the effectiveness of a certificate course on Integrated Nutrient Management (INM) for fertilizer dealers. The Kirkpatrick model evaluates training at four levels: reaction, learning, behaviour and results. Methodology: A sample of 300 participants (150 online, 150 offline) was selected through proportionate random sampling. Data were collected using a pretested questionnaire and analysed using Structural Equation Modelling (SEM) with SPSS AMOS v26. The findings use SEM; the study confirmed strong, statistically significant links across all four Kirkpatrick levels in evaluating INM certificate courses. This addresses a key gap in training evaluation, where the model is often used descriptively but rarely tested for causal relationships. Applying SEM in an agricultural context marks a methodological advancement and offers a scalable, validated framework. The findings provide policymakers with a reliable tool to assess training impact beyond participation. Theoretical implication: By integrating Kolb's experiential learning and Vygotsky's sociocultural theory, this study advances the theoretical understanding of how adult learners internalize and apply training. It empirically validates Kirkpatrick's hierarchy and anchors behavioural change within established adult learning theories. Practical implication: The validated SEM model helps agricultural educators identify weaknesses in training programmes, prioritize interventions, and strengthen the connection between learning and field results. It shows which components, such as learner satisfaction or knowledge gain, have the greatest influence on behaviour and outcomes, supporting evidence-based decision making to improve programs and optimize resource use. Originality/value: This study innovates by empirically validating Kirkpatrick's model in agricultural training using SEM, thereby offering a statistically generalizable framework and extending the model's application to online and offline training formats. © 2025 Wageningen University.
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