Frazier, Amy E 
ORCID: 0000-0003-4552-4935, Nelson, Trisalyn ORCID: 0000-0003-2537-6971, Kedron, Peter ORCID: 0000-0002-1093-3416, Shook, Eric ORCID: 0000-0002-8144-5022, Dodge, Somayeh ORCID: 0000-0003-0335-3576, Murray, Alan ORCID: 0000-0003-2674-6110, Goodchild, Michael ORCID: 0000-0003-1075-3471, Battersby, Sarah ORCID: 0000-0003-2716-4382, Blanford, Justine I ORCID: 0000-0003-0844-9390, Claramunt, Christophe ORCID: 0000-0002-5586-1997 et al (show 17 more authors)
(2025)
Rethinking <scp>GIScience</scp> Education in an Age of Disruptions.
Transactions in GIS, 29 (2).
ISSN 1361-1682, 1467-9671
|
Text
Transactions in GIS - 2025 - Frazier - Rethinking GIScience Education in an Age of Disruptions.pdf - Open Access published version Download (696kB) | Preview |
Abstract
<jats:title>ABSTRACT</jats:title><jats:p>GIS and GIScience education have continually evolved over the past three decades, responding to technological advances and societal issues. Today, the content and context in which GIScience is taught continue to be impacted by these disruptions, notably from technology through artificial intelligence (AI) and society through the myriad environmental and social challenges facing the planet. These disruptions create a new landscape for training within the discipline that is affecting not only <jats:italic>what</jats:italic> is taught in GIScience courses but also <jats:italic>who</jats:italic> is taught, <jats:italic>why</jats:italic> it is being taught, and <jats:italic>how</jats:italic> it is taught. The aim of this paper is to structure a direction for developing and delivering GIScience education that, amid these disruptions, can generate a capable workforce and the next generation of leaders for the discipline. We present a framework for understanding the various emphases of GIScience education and use it to discuss how the content, audience, and purpose are changing. We then discuss how pedagogical strategies and practices can change how GIScience concepts and skills are taught to train more creative, inclusive, and empathetic learners. Specifically, we focus on how GIScience pedagogy should (1) center on problem‐based learning, (2) be open and accelerate open science, and (3) cultivate ethical reasoning and practices. We conclude with remarks on how the principles of GIScience education can extend beyond disciplinary boundaries for holistic spatial training across academia.</jats:p>
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | 37 Earth Sciences, 3709 Physical Geography and Environmental Geoscience, 3704 Geoinformatics, Generic health relevance, 4 Quality Education |
| Divisions: | Faculty of Science and Engineering Faculty of Science and Engineering > School of Environmental Sciences |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 14 May 2025 10:56 |
| Last Modified: | 12 Aug 2025 08:33 |
| DOI: | 10.1111/tgis.70048 |
| Related Websites: | |
| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3192767 |
Altmetric
Altmetric