Geomatics Technology Education – Assessment of Learning Pedagogy

Abstract. The paper investigates multidisciplinary education and specialization at the master's level, analyzes assessment methods, and proposes a technique for evaluating geospatial technology education. It emphasises is on pedagogical approaches, and highlights the importance of capacity building to meet the growing demand for skilled professionals in spatial information management. The research provides guidelines for improving course content, structure, and teaching methodologies, aiming to enhance the quality and relevance of geospatial education for both students and stakeholders. This paper is based on online data gathered from 115 universities across the globe, who are imparting geospatial education, campus-based and e-learning, also a survey was conducted of two thousand students. It supported in analysis and suggestion to develop a specific robust technique for assessment of the geospatial technology education and provides the corrective measures to the users of the technique. It proposed a framework aimed at enhancing the course content, organization, and teaching methods substantially. Further an attempt was made to adopt AHP model for investigating the statistical approach. It was aimed to know the actual values and significance of each parameter used for analysis of the study. In order to prepare a common guideline for improving the course structure, course content and teaching methodology, ANFIS architecture (Artificial Neural Fuzzy-Inference System) was adopted. Spatial information represented in the form of thematic maps in relation with the respective attribute data in Geographical Information System (GIS) environment is now used by all spectrum of the society, be it government organizations, industry, and academia. The result of the study has designed the criteria and common guidelines, which may be implemented, would able to help and curtail the challenges of the geospatial education as global vision for Local Action.