Conference Agenda

Capacity building is a key element in promoting and training in spatial technologies and in fostering a network of early-stage researchers for future collaborations. The first edition of the Earth Sensing Summer School, organised by the University of Padova with support from ISPRS Education and Capacity Building (ECBI) funds, was held from 7 to 13 September 2025 in the Dolomite area of the Alpine region. This article illustrates specific aspects of the organisation and discusses the return on investment in terms of training and networking. It highlights the methodology used for selecting participants and conducting the training, which included a balanced combination of seminars, fieldwork, data analysis, dissemination to peers, and a final defence of results. We discuss the outcomes and feedback from the almost 40 participants and provide ideas for future improvements, aiming to offer insights for fellow researchers who might want to replicate a capacity-building activity of this kind.

This practice paper presents the design, implementation, and first evaluation of Team-Based Learning (TBL) activities in university-level Geomatics courses taught in English to multicultural and international student groups. The study documents a structured pathway for adapting TBL to technically demanding subjects, including GIS suitability analysis, network analysis, remote sensing classification, and heat-risk assessment. Its main contribution lies in showing how a pedagogical model widely discussed in general higher education can be translated into software-based Geomatics teaching while supporting both disciplinary learning and intercultural collaboration. The paper also identifies the main organizational conditions for successful adoption, including team formation, workload calibration, and suitable classroom settings. Results from 12 TBL implementations involving 187 students and 470 total participations show clear benefits of teamwork: average team test performance was markedly higher than individual performance, repeated participation was associated with improved results, and student satisfaction increased after the introduction of TBL. Qualitative evidence further indicates gains in communication, teamwork, and intercultural interaction. Although the first implementation required substantial preparation effort, the approach proved replicable and scalable in subsequent editions, making TBL an effective instructional model for Geomatics education.

The ISPRS Student Consortium (SC) Summer Schools are one of the fundamental initiatives that ISPRS SC jointly organises with interested institutions to advance education outreach and capacity building in photogrammetry, remote sensing, and geospatial information sciences. Since their start in 2004, these programs have provided students and young researchers with immersive learning opportunities, combining technical lectures, hands-on sessions, and cultural experiences. Grounded in Experiential Learning Theory, the Summer Schools emphasise real-world application, reflective observation, and collaboration. This paper explores their evolution, global outreach, and educational impacts. Drawing on recent ISPRS SC Summer Schools, including the BUCEA Summer School 2024 on Smart Cities and the Summer School 2024 on AI for Geospatial Applications, the analysis highlights their integration of theory and practice, networking benefits, and transformative cultural exchange. Challenges such as financial barriers and technological gaps are discussed together with recommendations for sustaining and enhancing these initiatives. This study underscores the critical role of ISPRS SC Summer Schools in fostering a global community of geospatial practitioners to address real-world challenges.

This paper discusses the importance of integrating legal aspects into UAS mapping courses and related curricula providing a framework for integration in an introductory photogrammetric course with sample questions and assignments. Curricula focus is placed on two interrelated issues: first, the extent to which property owners maintain a reasonable expectation of privacy from UAS intrusion within the “immediate reaches” of their airspace; and second, the potential for UAS-mounted sensors to inadvertently capture imagery or point cloud of neighboring properties while operating in compliance with Federal Aviation Administration (FAA) regulations. The discussion concludes by identifying strategies to mitigate these legal and operational challenges, giving students the knowledge and tools to address similar situations in real-life scenarios, and ensuring that aerial surveying practices respect both regulatory compliance and property rights.

Remote sensing (RS) and especially earth observation (EO) have been used extensively for decades in environmental monitoring, infrastructure asset management, urban planning, emergency response, mapping and many others. The pace of technology

advancements in big data, cloud computing, Geospatial AI (GeoAI) and Geospatial Foundation Models (GeoFM) causes a paradigm shift on how to and who can maximize the potential of remote sensing technology. This paradigm shift challenges traditional geomatics education and pedagogical methods. Additionally, the gap between geomatics graduates’ skills and market needs is widening. The pace of disruptive technology advances like GeoAI and GeoFM often outpaces developments in geomatics education content or suitable pedagogical methods and formats. To address these skills gaps in geomatics courses and courseware, an initiative has been developed

between the Canadian Space Agency and Carleton University, involving more than a dozen different partners spanning industry, government, academia and NGOs. We have been gathering information through qualitative and quantitative techniques to obtain

insights about the soft and hard skills that are valuable and/or lacking in contemporary geomatics graduates, to forecast trends and future needs, and plan how to optimize the introduction of new technology and techniques into the educational content. Based on the mapped feedback, university-level geomatics courses are being redeveloped and updated, and novel course modules, mini-courses and micro credential programs are being developed and tested.

The WG Africa project is a collaborative initiative bringing together 12 national institutions from 8 European countries. Its objective is to support and strengthen the use of Copernicus data and services in Africa through a training-of-trainers program funded by the European Commission under the Framework Partnership Agreement on Copernicus User Uptake (FPCUP) and implemented in French, Portuguese, and English. To widely support the Copernicus products uptake, the primary goal is to collaborate with African academic and private-sector trainers by integrating Copernicus-based modules into their training programs or curricula. This initiative complements other capacity-building efforts in space-based Earth Observation in Africa, such as GMES & Africa and the Global Gateway European initiative.

Geospatial education in the UK is facing a critical decline, despite the increasing relevance of 3D reality capture and spatial technologies across sectors. While industry recognises the value of geospatial skills, the absence of coordinated national policy or incentives has led to the closure of key undergraduate programmes. Notably, Newcastle University closed its geospatial UG programme in 2023. The University of East London remains the only UK institution offering a dedicated undergraduate surveying degree, supplemented by an industry-linked apprenticeship. To address the skills gap, several universities now offer postgraduate conversion courses in geospatial science, primarily within geography or environmental science departments.

Outreach has emerged as a vital strategy to raise awareness and inspire future talent. GeospatialUK.org, developed at Newcastle University with industry support, provides accessible resources on careers, study pathways, and classroom activities aligned with UK education curricula at high school level. Its exercises—ranging from mapping hazards, wildfires, census data to GNSS-based calculations—bridge advanced research with school-level learning. It also offers insight into geospatial relate careers and links to possible job opportunities. The platform has gained international traction and continues to attract users.

This paper highlights the urgent need for national coordination in geospatial education and showcases GeospatialUK.org as a scalable model for outreach. Without intervention, the UK risks a shortage of skilled geospatial professionals, undermining its capacity to address pressing societal challenges