Over the past decade, relative macroeconomic stability in the US economy led agribusiness education to focus primarily on microeconomic decision-making. Recent disruptions, however--including the COVID-19 pandemic, inflation, and changes in monetary and trade policy—have renewed the importance of macroeconomic literacy for agribusiness success. This study examines how macroeconomic forces shape agribusiness outcomes and evaluates the extent to which macroeconomics and international trade are incorporated into undergraduate agricultural economics and agribusiness (AEAB) curricula at selected US universities. A systematic review highlights growing demand for graduates who can interpret global economic trends, assess macroeconomic risks, and apply data-driven approaches to strategic planning. Yet curriculum analysis indicates that many AEAB programs provide limited exposure to macroeconomic content beyond introductory principles courses. In response, we propose a tiered framework for strengthening macroeconomic training in agribusiness education. The framework includes a minimum requirement in introductory macroeconomics contextualized to agriculture and trade, along with recommended options such as applied macroeconomics, international trade and finance, and macroeconometrics or forecasting modules. Although implementation may be constrained by institutional and curricular barriers, a more intentional macroeconomic emphasis would better align AEAB programs with workforce needs.
