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: maintaining
foundational skills in Surveying and Mapping while integrating disruptive technologies such as
artificial intelligence (AI), machine learning, and smart geospatial systems. As global industries
increasingly rely on AI-driven geospatial intelligence for urban planning, environmental
monitoring, disaster management, and sustainable development, geomatics programs must undergo
curriculum reform to remain relevant and effective. This paper proposes a curriculum reform
framework that embeds AI literacy, geospatial data science, and interdisciplinary collaboration into
traditional geomatics education. The framework rests on three pillars: integrating AI tools and
methods into core courses, encouraging partnerships between academia, industry, and government
to ensure applied relevance, and cultivating ethical and critical thinking to address data governance
and societal impacts. Utilizing a qualitative research design built upon the Context, Descriptor, and
Coherence (CDC) curriculum development model and a thematic analysis of international
initiatives, the framework demonstrates how transition economies can leapfrog developmental
barriers and produce graduates capable of harnessing AI-driven geospatial systems for evidence-
based decision-making. By situating geomatics education within the broader context of digital
transformation, the study positions these programs as catalysts for innovation, resilience, and
sustainable growth. Graduates trained under this model are prepared to meet the challenges of a
rapidly evolving geospatial landscape while upholding ethical standards and contributing to socially
inclusive, sustainable development.