Search for: All records

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. 

Abstract Scale is a central concept in the geographical sciences and is an intrinsic property of many spatial systems. It also serves as an essential thread in the fabric of many other physical and social sciences, which has contributed to the use of different terminology for similar manifestations of what we refer to as ‘scale’, leading to a surprising amount of diversity around this fundamental concept and its various ‘multiscale’ extensions. To address this, we review common abstractions about spatial scale and how they are employed in quantitative research. We also explore areas where the conceptualizations of multiple spatial scales can be differentiated. This is achieved by first bridging terminology and concepts, and then conducting a scoping review of the topic. A typology for spatial scale is discussed that can be used to categorize its multifarious meanings and measures. This typology is then used to distinguish what we term ‘process scale,’ from other types of spatial scale and to highlight current trends in uncovering aspects of process scale. We end with suggestions on how to further build knowledge regarding spatial processes through the lens of spatial scale.