The potential of GIS and Remote Sensing technologies for developing research competence in future educators

authors:  Svitlana Babiichuk, Olha Zadorozhna, Olha Tomchenko

 Abstract.

Relevance of the research. Contemporary education requires teachers who possess not only theoretical knowledge but also research competencies that enable them to operate effectively in the context of digital transformation. Geographic Information Systems (GIS) and Remote Sensing (RS) technologies serve as powerful tools for cultivating such competencies, as they allow for the analysis, modeling, and interpretation of spatial data. Their integration fosters critical thinking, digital literacy, and interdisciplinary approaches, thereby enhancing the quality of teacher education.

Problem statement. Despite the rapid advancement of digital technologies, the potential of GIS and RS remains underutilized in teacher education due to a lack of methodological frameworks and technical resources. Existing curricula often fail to meet the demands of modern education, limiting the development of students’ analytical and research skills. Therefore, there is a pressing need for scientific justification of effective strategies for integrating these technologies into the training of future educators.

Analysis of recent research and publications. Scholars such as M. Holovan, V. Yatsenko, O. Tovkanets, L. Karpova, O. Tovkanets, O. Ovcharuk, O. Fomin, and others conceptualize research competence as an integrated personal-professional quality encompassing motivation for inquiry, methodological proficiency, and readiness for independent activity. Current studies emphasize project-based learning, interactive methods, and the use of ICT to foster research skills. It has been established that the development of such competencies promotes pedagogical mobility, innovation readiness, and improved educational outcomes.

Research task. The purpose of this article is to justify the theoretical and methodological foundations for the use of geographic information systems (GIS) and remote sensing (RS) technologies in the process of developing the research competence of future teachers.

Main material presentation. Research competence is a key condition for the professional formation of modern educators, as it enables them to critically reflect on educational processes, make evidence-based decisions, and implement innovative teaching strategies. As noted by I. Zyazyun, N. Nychkalo, L. Lukyanova, S. Sysoieva, as well as L. Shulman, and L. Darling-Hammond, the teacher-researcher should be an active participant in scientific inquiry, capable of analyzing and improving pedagogical practice through evidence. In this context, it is essential to equip students with the ability to integrate research-based approaches into the learning process, thereby fostering critical thinking, creativity, and media literacy among students. The course “GIS and RS Technologies in Science Education” (S. Babiichuk, O. Tomchenko), offered within the “Science Education and Science Communication” program, equips future teachers with skills to work with spatial data, analyze natural and social processes, create digital maps, and implement STEM projects. The application of GIS and RS in school curricula facilitates a shift from reproductive to inquiry-based and innovative learning, shaping a generation of analytical educators capable of nurturing student-researchers and advancing scientific thinking.

Conclusions. The use of GIS and RS technologies in pedagogical education is an effective means of developing research competencies in future teachers. Mastery of these tools contributes to the growth of analytical thinking, digital literacy, ecological awareness, and interdisciplinary integration. Studying the course “GIS and RS Technologies in Science Education” prepares a new generation of educators—researchers and innovators—capable of applying scientific approaches in teaching, implementing STEM education, and enhancing the quality of the educational process.

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