Journal of Experimental Agriculture International

Agricultural extension organisations increasingly rely on information and communication technologies (ICTs) to acquire technical knowledge, coordinate fieldwork, communicate with farmers and deliver advice. Yet the possession of digital devices, favourable attitudes towards technology and effective professional use are not interchangeable achievements. This critical narrative review examines their relationships among agricultural extension personnel, with particular attention to the conditions under which digital capability becomes credible and inclusive advisory practice. Peer-reviewed empirical studies, conceptual contributions and relevant professional competence frameworks published principally from 2010 to 28 August 2026 were examined through transparent, thematic literature selection and critical appraisal. Evidence from South and South-East Asia, sub-Saharan Africa and other advisory systems indicates that many extension workers recognise the potential usefulness of ICTs, while frequently facing gaps in data-management skills, maintenance support, connectivity, training and task-specific application. Positive acceptance measures commonly coexist with limited use for diagnosis, tailored recommendations, feedback and evaluation. The literature is strongest in describing reported access, perceptions and associations; it is substantially weaker in independently measuring competence, tracing actual advisory activity or linking personnel-level digital practice with farmer outcomes. Established acceptance models explain part of the intention to use technology, but their individual emphasis incompletely captures organisational incentives, advisory ethics, local languages and the relational nature of extension. The review proposes a distinction between access, operational competence, advisory judgement, task-specific utilisation and demonstrated service quality, treating their relationships as context-dependent rather than automatic. Research priorities include validated performance-based assessments, repeated observation of professional workflows, comparative organisational studies and ethically designed evaluations of training and support packages. Digital extension policy should therefore move beyond device distribution and generic skills courses towards sustained, context-sensitive professional capability and accountable advisory service delivery.