Abstract
This chapter discusses the international trends, roles, and instruction of GST in higher education. While all countries continue to emphasize teaching about GST, many are developing strategies to teach with GST. Technological advances (cloud-based GST applications, increasingly sophisticated software, etc.) are driving changes in higher education GST objectives, communication, and pedagogy. Countries are developing institutional and faculty peer networks to strengthen the depth and consistency of their GST curricula, as well as keep pace with rapid changes in GST itself. Best pedagogical practices for GST instruction are being developed, including high-impact techniques such as collaborative projects, undergraduate research and inquiry, global learning, and community-based learning. Challenges facing GST in higher education include limited availability of GST courses of study and student enrollment in GST programs. The rapid rate of change in GST technology is a significant barrier to faculty preparation, especially regarding disciplines outside of geography. A case study is described in which GST instruction is delivered through a study abroad program to the islands of Micronesia.
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Perkins, R. (2015). Applied Geospatial Technologies in Higher Education. In: Muñiz Solari, O., Demirci, A., Schee, J. (eds) Geospatial Technologies and Geography Education in a Changing World. Advances in Geographical and Environmental Sciences. Springer, Tokyo. https://doi.org/10.1007/978-4-431-55519-3_7
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