TOWARDS AI-DRIVEN GEOSPATIAL EDUCATION: A CURRICULUM REFORM FRAMEWORK FOR GEOMATICS PROGRAMS IN TRANSITION ECONOMIES.

Abstract

Geomatics Education in transition economies faces a dual challenge: maintainingfoundational skills in Surveying and Mapping while integrating disruptive technologies such asartificial intelligence (AI), machine learning, and smart geospatial systems. As global industriesincreasingly rely on AI-driven geospatial intelligence for urban planning, environmentalmonitoring, disaster management, and sustainable development, geomatics programs must undergocurriculum reform to remain relevant and effective. This paper proposes a curriculum reformframework that embeds AI literacy, geospatial data science, and interdisciplinary collaboration intotraditional geomatics education. The framework rests on three pillars: integrating AI tools andmethods into core courses, encouraging partnerships between academia, industry, and governmentto ensure applied relevance, and cultivating ethical and critical thinking to address data governanceand societal impacts. Utilizing a qualitative research design built upon the Context, Descriptor, andCoherence (CDC) curriculum development model and a thematic analysis of internationalinitiatives, the framework demonstrates how transition economies can leapfrog developmentalbarriers and produce graduates capable of harnessing AI-driven geospatial systems for evidence-based decision-making. By situating geomatics education within the broader context of digitaltransformation, the study positions these programs as catalysts for innovation, resilience, andsustainable growth. Graduates trained under this model are prepared to meet the challenges of arapidly evolving geospatial landscape while upholding ethical standards and contributing to sociallyinclusive, sustainable development.