Assessing Sustainability-Integrated GIS Training

    Sustainable development has become a global priority that ought to be addressed through a multifaceted approach that integrates innovation, systems thinking, and interdisciplinary knowledge into the education system. Geographic Information Systems (GIS) have emerged as a powerful tool in higher education, facilitating systematic learning and engagement with sustainability topics, however, there remains a gap in developing GIS-based educational interventions that explicitly enhance students' competencies in sustainability. This research investigates the effectiveness of a GIS-integrated education intervention that aims in improving students' ability to develop and implement effective actions, integrate interdisciplinary knowledge, apply future thinking skills, and assess ethical, social, and environmental implications to address sustainability challenges. Through analysis of pre- and post-training survey responses, this study evaluated the training material’s effect on student learning outcomes and explored the role of prior sustainability experience in shaping training effectiveness. Findings suggest that the GIS-integrated training material significantly enhanced students' attitudes and values toward sustainability, while no specific improvements have been observed for the key sustainability competencies. Thus, this study also highlights specific areas of the training material that can be improved to better support students’ sustainable developments. By advancing GIS-based educational practices, this research contributes to the ongoing efforts to develop innovative sustainability education strategies that empower future decision makers to address complex global challenges.