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ABSTRACT 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 onlywhatis taught in GIScience courses but alsowhois taught,whyit is being taught, andhowit 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. 

Time geography is widely used by geographers as a model for understanding accessibility. Recent changes in how access is created, an increasing awareness of the need to better understand individual variability in access, and growing availability of detailed spatial and mobility data have created an opportunity to build more flexible time geography models. Our goal is to outline a research agenda for a modern time geography that allows new modes of access and a variety of data to flexibly represent the complexity of the relationship between time and access. A modern time geography is more able to nuance individual experience and creates a pathway for monitoring progress toward inclusion. We lean on the original work by Hägerstrand and the field of movement GIScience to develop both a framework and research roadmap that, if addressed, can enhance the flexibility of time geography to help ensure time geography will continue as a cornerstone of accessibility research. The proposed framework emphasizes the individual and differentiates access based on how individuals experience internal , external , and structural factors. To enhance nuanced representation of inclusion and exclusion, we propose research needs, focusing efforts on implementing flexible space–time constraints, inclusion of definitive variables, addressing mechanisms for representing and including relative variables, and addressing the need to link between individual and population scales of analysis. The accelerated digitalization of society, including availability of new forms of digital spatial data, combined with a focus on understanding how access varies across race, income, sexual identity, and physical limitations requires new consideration for how we include constraints in our studies of access. It is an exciting era for time geography and there are massive opportunities for all geographers to consider how to incorporate new realities and research priorities into time geography models, which have had a long tradition of supporting theory and implementation of accessibility research. 

In this commentary we reflect on the potential and power of geographical analysis, as a set of methods, theoretical approaches, and perspectives, to increase our understanding of how space and place matter forall. We emphasize key aspects of the field, including accessibility, urban change, and spatial interaction and behavior, providing a high‐level research agenda that indicates a variety of gaps and routes for future research that will not only lead to more equitable and aware solutions to local and global challenges, but also innovative and novel research methods, concepts, and data. We close with a set of representation and inclusion challenges to our discipline, researchers, and publication outlets.