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To prepare our next generation to face geospatial problems that have extreme time constraints (e.g., disasters, climate change) we need to create educational pathways that help students develop their geocomputational thinking skills. First, educators are central in helping us create those pathways, therefore, we need to clearly convey to them why and in which contexts this thinking is necessary. For that purpose, a new definition for geocomputational thinking is suggested that makes it clear that this thinking is needed for geospatial problems that have extreme time constraints. Secondly, we can not further burden educators with more demands, rather we should work with them to better understand the existing curricular context and implement sensible changes where it is most impactful. Lastly, the impacts of these implementations need to be carefully measured, and particularly in terms of broadening participation. A few examples are provided that show promise. 

The growth of the geospatial services industry is increasing the demand for graduates with training in both geography and computational thinking (geocomputational thinking). The limited availability of learning pathways towards geocomputationally intensive jobs requires employers across the public and private sectors to choose between hiring a geographer or a computer science graduate. This collaboration of authors will initiate the formation of a researcher-practitioner partnership (RPP) in Southern California, as a new strategy to addresses the lack of geocomputational learning pathways.